ABSTRACT
This chapter considers how the teaching of geography can contribute to citizenship education. The discussion that follows will consider the potential of different models of teaching in geography and their relative contribution to the pedagogical processes associated with learning ‘citizenship’. What is suggested here is that there are more, and less, appropriate pedagogies for citizenship education and that elements of these can inform and contribute to geography teaching. However, underpinning this is the assumption that consideration of pedagogic practices must be related to clear and appropriate curriculum goals for both geography and citizenship education, as failure here would result in a curriculum experience for pupils that lacked focus, direction and purpose. This chapter also discusses the characteristics of the ‘democratic’ classroom environment where teaching geography and citizenship can take place and the potential of geography resources for developing the skills necessary to citizenship learning.
