Geography in Australian Schools: A View from the AGTA Chair

Hutchinson, Nick

doi:10.2167/irgee192i.0

Cited by 7 publications

(2 citation statements)

References 2 publications

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“…This reveals that the higher-level relational thinking needed for the teaching of geography (Bradbeer et al, 2004; Preston, 2014) is absent, not only in Queensland but also in other Australian states, which are also responsible for national curriculum implementation. Discourses that emerged superfluous to the academic literature are the discourses of “history,” “excursions,” and “negativity towards the subject.” In 2006, Hutchinson remarked on the demise of geography at the hands of SOSE stating that “the damage to the teaching of geography in Australian schools was considerable” (p. 196). However, the presence of these discourses perhaps highlighting the extent of the damage is unsubstantiated.…”

Section: Cross Analysis Between the Academic Literature Curriculum Document And The Online Survey Responsesmentioning

confidence: 99%

Mapping Geographical Knowledge and Skills Needed for Pre-Service Teachers in Teacher Education

Bourke

Lidstone

2015

Sage Open

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In Australia, for more than two decades, a “social science” integrated framework was the favored approach for delivering subjects such as history and geography. However, such interdisciplinary approaches have continued to attract criticism from various parts of the academic and public spheres, and since 2009, a return to teaching the disciplines has been heralded as the “new” way forward. Using discourse analysis techniques associated with Foucauldian archeology, the purpose of this article is to examine the Australian Curriculum: Geography document to ascertain the discourses necessary for pre-service teachers to enact effective teaching of geography in a primary setting. Then, based on pre-service teachers’ online survey responses, the article investigates whether such future teachers have the knowledge and skills to interpret, deliver, and enact the new geography curriculum in primary classrooms. Finally, as teacher educators, our interest lies in preparing pre-service teachers effectively for the classroom, so that the findings are used to inform the content of a teacher education course for pre-service primary teachers.

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Section: Cross Analysis Between the Academic Literature Curriculum Document And The Online Survey Responsesmentioning

confidence: 99%

Mapping Geographical Knowledge and Skills Needed for Pre-Service Teachers in Teacher Education

Bourke

Lidstone

2015

Sage Open

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“…In places such as the USA and Canada, the discipline has been subsumed into the amorphous area of social studies education (Semple, 2005). In England, Geography has had a more considered reputation of permanence, whereas, in Australia, as with New Zealand (Morgan, 2014), the existence of the discipline as a school subject has varied over time according to the changing educational philosophies of individual state governments (Biddle, 1999;Bliss, 2006;Author 1, 2015;Conolly, 2000;Hutchinson, 2006).…”

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confidence: 99%

Challenging the teaching of geographies of exclusion – the potential of geocapabilities for a transcultural approach in Australian and English schools

Casinader

Mitchell

Hammond

2019

International Research in Geographical and Environmental Educat

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This expository paper critically examines the value of school geography in social debates that have a direct significance for the lives of young people. Migration is chosen as a focus, both because it is a defining feature of everyday life and the world we live in, and an area of research and debate in the discipline of geography. We draw on two national contexts, those of Australia and England, and illustrative examples from the authors' research, to discuss how social change through migration is explored, expressed and represented in geography education by the national curriculum of each country. This occurs through two particular lenses, geocapabilities and transculturalism, which are presented as potential transformative strategies for ensuring that geographical teaching of such issues remains pertinent to the lives and futures of the young people in the classroom. In doing so, the paper seeks to critically consider the omnipresent socio-political agendas and landscapes of compulsory schooling in each nation that influence the construction of geography education, using the context of migration as a defining social dimension of contemporary global society. The paper concludes by arguing that geography teachers and educators should actively consider the use of a geocapabilities and/or transcultural lens when exploring complex social geographies such as migration. In doing so, it is contended that these dual concepts can support and empower young people in their academic and social navigation of the complexities of current society.

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Geographical information systems in Victorian secondary schools: current constraints and opportunities

Wheeler

Gordon-Brown

Peterson

et al. 2010

International Research in Geographical and Environmental Educat

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Geography in Australian Schools: A View from the AGTA Chair

Cited by 7 publications

References 2 publications

Mapping Geographical Knowledge and Skills Needed for Pre-Service Teachers in Teacher Education

Mapping Geographical Knowledge and Skills Needed for Pre-Service Teachers in Teacher Education

Challenging the teaching of geographies of exclusion – the potential of geocapabilities for a transcultural approach in Australian and English schools

Geographical information systems in Victorian secondary schools: current constraints and opportunities

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