ABSTRACT
This chapter examines the status of spatial citizenship education in secondary geography, particularly as it appears in the curriculum. Research on spatial citizenship identifies specific sets of core competences, with which a spatial citizen should be equipped, and which provide focus for spatial citizenship education. Spatial citizenship involves three complementary competence areas: technology and methodology; reflection and reflexivity; and communication, participation, and negotiation. The reflection and reflectivity component of spatial citizenship is associated more with the "consumption aspect" of spatial representations. The competency area of spatial citizenship refers to the active communication and participation strategies regarding the uses of spatial information and representations. The Spatial Citizenship project provides insights into addressing some of these challenges, providing a sound model for the development of curriculum for spatial citizenship in secondary education. The lack of prior research related to spatial citizenship education with Geographic Information System at the secondary level is somewhat expected.
