ABSTRACT
The last three decades have been a period of continuing change in geography: in geographical research, geographical education and geography teaching. In 1972, the Geographical Association published two sources of reference about research and publication in geographical education, respectively by Graves and Lukehurst 1 and by Naish. 2 These both drew attention, among other things, to work in the history of geographical education; in the relationship between school geography and developments at the research frontiers; in the purposes and justification of geography in the school curriculum; in the development of children’s thinking and geographical education; in methods of teaching geography; in geography’s cross-curricular links; and in its contribution to international understanding. These all remain significant issues. The interlocking facets of frontiers’ geographical research, the mediation of geographical educationists, and aspects of teaching geography in school will be explored chronologically, starting with the dramatic changes in geography and education in the 1960s. The criteria of evaluation of each phase of change will be focused on the following key variables:
Geographical distinctiveness
Educational value
Social relevance.
