Geography without borders

Castree, Noel; Fuller, Duncan; Lambert, David

doi:10.1111/j.1475-5661.2007.00252.x

Cited by 51 publications

(37 citation statements)

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“…The first addresses the issue of the growing divide by questioning 'What is Geography?' (Bonnett, 2008) and discusses the perceived disjuncture between the different types of geography that prevail in schools and universities (Castree, Fuller and Lambert, 2007;Marriott, 2007;Prykett & Smith, 2009;Stannard, 2003). There is considerable merit in these debates, as on closer inspection the emphasis on traditional, regional geography within many school syllabi becomes evident.…”

Section: Making the Transition To Higher Education Geographymentioning

confidence: 99%

“…Unlike so much of the academic literature discussed above, these were not major concerns for the students (cf. Castree, Fuller & Lambert, 2007;Standish, 2008Standish, , 2011. In contrast, students were far more concerned with the different skills required to study for a geography degree and whether they were adequately prepared by their A-level studies for the challenges that lay ahead.…”

Section: Identifying Problems With the Transition To University Geogrmentioning

confidence: 99%

“…This is a problematic issue in itself, but is important given that much of the discipline is reproduced from these academies and speaks to central issues of 'what is geography?'. The debate ranges in focus from the content of A-level curricula (Castree, Fuller & Lambert, 2007); via the dialogue between teachers and lecturers (Birnie, 1999;Imrie and Cowling, 2006;Jeffrey, 2003); to more fundamental questions about the definition of contemporary geography (Bonnett, 2008), and the different theoretical perspectives from which curricula are developed (Huckle, 2002;Lambert, 2011). The debate still rages today.…”

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confidence: 99%

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Please mind the gap: students' perspectives of the transition in academic skills between A-level and degree-level geography

Tate

Swords

2013

Journal of Geography in Higher Education

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This document may differ from the final, published version of the research and has been made available online in accordance with publisher policies. To read and/or cite from the published version of the research, please visit the publisher's website (a subscription may be required.)1 Please mind the gap: students' perspectives of the transition in academic skills between A-level to degree level geography AbstractThis paper explores first year undergraduates' perceptions of the transition from studying geography at pre-university level to studying for a degree. This move is the largest step students make in their education, and debate has been reignited due to the UK government's planned changes to A-level geography. To date, discussions within academia and between policymakers have highlighted institutional and curricular issues. However, missing from most of this debate is an appreciation of how students themselves perceive the transition to university geography. This paper begins to rectify this absence. The insights students provide are unique, and cannot be understood without dialogue with them, and so the paper concludes that the voices of students must be included in discussions about the future of A-level geography at strategic levels.A-level geography, transition, higher education, skills, geography.

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Section: Making the Transition To Higher Education Geographymentioning

confidence: 99%

Section: Identifying Problems With the Transition To University Geogrmentioning

confidence: 99%

mentioning

confidence: 99%

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Please mind the gap: students' perspectives of the transition in academic skills between A-level and degree-level geography

Tate

Swords

2013

Journal of Geography in Higher Education

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“…It is too easy for lecturers to dismiss this duty with the excuse that their work is too high‐level for sixth‐formers to understand. Such attitudes will only fuel concerns that academic geography has become too parochial in its scope (for a fuller discussion see Bonnett 2003a 2003b; Stannard 2003; Castree et al 2007). Yet Gardner and Lambert (2006) point out geographers still share a common vocabulary and grammar.…”

Section: Resultsmentioning

confidence: 99%

“…Evening lectures are the mainstay of GA branches, which are delivered, without fees, by academics from higher education institutions (HEI) to audiences mainly comprising of sixth‐formers and their teachers. At a time when both sectors need to talk more to each other (Stannard 2003; Castree et al 2007), this face‐to‐face contact mutually benefits both educational sectors. School teachers and students can receive valuable insights into academic geography and research that can benefit their A‐level studies.…”

Section: Introductionmentioning

confidence: 99%

Bridges or fords? Geographical Association branches and higher education

Yarwood

Davison

2007

Area

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Could Legitimation Code Theory offer practical insight for teaching disciplinary knowledge? A case study in geography

Vernon¹

2021

The Curriculum Journal

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This article explores the relationship between disciplinary knowledge and subject pedagogy, utilising Maton's Legitimation Code Theory (LCT). It suggests ways that LCT could help facilitate deeper communication both within and between subject communities, providing a conceptual framework that gets beneath empirical manifestations to identify epistemic and semantic principles that generate those modalities. LCT's potential to represent systematised concepts diagrammatically may also enable wider communication. Following this, a small-scale case study is presented exploring the nature of the knowledge in the core topic Changing Places in the new geography A-Level (UK). This argued that what could be understood as a mismatch of expectations and dispositions by teachers and students can be understood more fundamentally as a contradiction (a 'code clash') regarding what counts as the 'rules of the game' within geography. The article ends by outlining implications for school geography rooted in the logic of the knowledge being pedagogically preinscribed, that is, that different knowledges' distinct epistemologies have real implications for how that knowledge should be recontextualised, reproduced and evaluated. It concludes that the exam board's recontextualisation of | 627

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Geography without borders

Cited by 51 publications

References 1 publication

Please mind the gap: students' perspectives of the transition in academic skills between A-level and degree-level geography

Please mind the gap: students' perspectives of the transition in academic skills between A-level and degree-level geography

Bridges or fords? Geographical Association branches and higher education

Could Legitimation Code Theory offer practical insight for teaching disciplinary knowledge? A case study in geography

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