Debates in Geography Education encourages early career teachers, experienced teachers and teacher educators to engage with and reflect on key issues, concepts and debates. It aims to enable readers to reach their own informed judgements with deeper theoretical knowledge and understanding.

The second edition is fully updated in light of the latest research, policy and practice in the field, as well as key changes to the curriculum and examination specifications. Expert contributors provide a range of perspectives on international, historical and policy contexts in order to deepen our understanding of significant debates in geography education.

Key debates include:

  • geography's identity as an academic discipline;
  • what constitutes knowledge in geography;
  • places and regional geography;
  • what it means to think geographically;
  • constructing the curriculum;
  • how we link assessment to making progress in geography;
  • the contribution of fieldwork and outdoor experiences;
  • technology and the use of Geographical Information;
  • school geography and employability;
  • understanding the gap between school and university geography;
  • evidence-based practice and research in geography education.

The comprehensive, rigorous coverage of these key issues, together with carefully annotated selected further reading, will help support and shape further research and writing. Debates in Geography Education is a key resource that is essential reading for all teachers and researches who wish to extend their grasp of the place of geography in education.

Mark Jones is Senior Lecturer in Education at the University of the West of England, Bristol, UK

David Lambert is Professor of Geography Education at UCL Institute of Education, London, UK

chapter |14 pages


The significance of continuing debates
ByJones Mark, Lambert David

part |31 pages

Policy debates

chapter |16 pages

Geography in the National Curriculum for Key Stages 1, 2 and 3

ByHopkin John, Martin Fran

chapter |13 pages

Geography in the examination system

ByGardner David

part |190 pages

‘Classroom’ debates

chapter |13 pages

Place in geography

Change and challenge
ByRawling Eleanor

chapter |13 pages

The place of regional geography

ByStandish Alex

chapter |14 pages

Physical geography

ByHawley Duncan

chapter |13 pages

Making progress in learning geography

ByTaylor Liz

chapter |12 pages

Understanding conceptual development in school geography

ByBrooks Clare

chapter |12 pages

The enquiry approach in geography

ByFerretti Jane

chapter |13 pages

Personalising learning in geography

ByJones Mark

chapter |16 pages

Formative assessment

ByWeeden Paul, Simmons and Michael

chapter |15 pages

Curriculum enactment

ByBiddulph Mary

chapter |13 pages

The place of fieldwork in geography education

ByHammond Lauren

chapter |13 pages

The impact of technology on geography and geography teachers

ByParkinson Alan

chapter |14 pages

Using Geographic Information (GI)

ByFargher Mary

chapter |13 pages

Geography and ‘employability’

ByLyon John

chapter |13 pages

Handling controversial issues in geography

ByMitchell David

part |73 pages

Subject debates

chapter |11 pages

The Anthropocene and the global

ByRawding Charles

chapter |13 pages

Geography’s identity as an academic discipline

ByClifford Nick

chapter |12 pages

Understanding the gap between schools and universities

ByButt Graham, Collins and Gemma

chapter |12 pages

Recontextualising geography as a school subject

ByFirth Roger

chapter |11 pages

Are we thinking geographically?

ByMorgan John

chapter |12 pages

Evidence-based practice and research in geography education

ByFirth Roger, Brooks and Clare