Contradictory Practices and Geographical Imaginaries in the Rolling Out of Education for Sustainability in Auckland New Zealand Secondary Schools

(Re)presenting disaster vulnerability in New Zealand school geography

“…Unfortunately, it appears these assessment guidelines have become the de facto curriculum for many geography teachers, leading to the stultification of innovative curriculum design and planning in the New Zealand geography teaching community (LeHeron et al . ).…”

“…Set against the background of a national school system that values individual school autonomy, the non-prescriptive nature of the NZC has meant that NCEA revisions heavily influence teacher curriculum design. Unfortunately, it appears these assessment guidelines have become the de facto curriculum for many geography teachers, leading to the stultification of innovative curriculum design and planning in the New Zealand geography teaching community (LeHeron et al 2012).…”

Time to talk knowledge

“…Acquiring a sense of place requires knowing specifics about locations and environments. Case study knowledge typically fulfils this function in schools, although there are concerns that poor case study breadth limits students' geographical imaginations (LeHeron, Lewis, & Harris, ). L. Taylor () also raises the problem of “one‐story nation” narratives that might emerge from an over reliance on singular case study knowledge: Bangladeshi flooding and Maldivian Tourism are typical suspects in classroom materials.…”