ABSTRACT
We have argued for a view of geographical knowledge that stresses how it is socially constructed. In this chapter, we want to suggest how geography teachers might go about developing this approach in practice. We need to restate our view that geographical knowledge cannot be regarded as neutral. A critical geography education begins from the realisation of this fact, and asks questions about how geographical knowledge is selected, who selects it, and for what purpose. It implies that teachers and students need to strive constantly to ask questions about the geographical knowledge that is the basis of their lessons. In the quotation at the start of this chapter Harvey is describing a disposition towards geographical knowledges: one that is not prepared to sit back and accept the ‘facts’ produced by other people, but that seeks to interrogate that knowledge.
