This paper explores whether the notion of ’global citizenship‚ is too abstract to be valuable in driving curriculum policy and active citizenship for students. The paper looks firstly at three of t...

Global citizenship: abstraction or framework for action?

/pdf/pupils-experiences-and-perspectives-of-the-national-3ddq9q6946.pdf

pupils' experiences and perspectives of the national curriculum and assessment

This article reports on the results of a survey of Australian primary pre-service teachers’ experiences, conceptions and perceptions of geography. Research was conducted with two cohorts of undergraduate primary pre-service teachers; one group in second year and another in the final year of a four-year teacher education course. The findings show congruence with similar studies conducted in the UK and indicate that pre-service teachers had a very narrow conception of geography and geography education; a conception that was information-oriented and focused on broad knowledge about the world and locational knowledge and skills. The article concludes by exploring some of the implications for the implementation of the new national geography curriculum in Australia and for primary pre-service geography teacher education more broadly.

Australian primary in-service teachers’ conceptions of geography

Geography is a popular optional subject choice in England and Wales at age 14 but between 1996 and 2006 numbers entering for the General Certificate of Secondary Education (GCSE) examination declin...

Students' Perceptions of Geography: Decision making at age 14

This paper presents findings from research into students’ perceptions and experiences of geography fieldwork. The study focused on Year 9 students (13–14 years) from three state secondary schools in urban northern England. Geography fieldwork, depending on its conceptualisation and implementation, has the potential to provide students with a wide range of environmental learning experiences. This paper analyses the implicit values and ideologies underlying the three schools’ approaches to fieldwork using Fien’s (1993) conceptual distinction between education about, through and for the environment. The significance of these underlying values and ideologies to the students’ affective engagement with the field environment is discussed. The paper concludes that, while some students engaged with the field environment in terms of their personal values and environmental ideologies, broader influences on the fieldwork agenda were also discernable. These findings deepen our understanding of the implicit values unde...

The field as a ‘pedagogical resource’? A critical analysis of students’ affective engagement with the field environment

Year 9 students' perceptions of school geography

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Year 9 students' perceptions of school geography