Placing Geography's Institutions into Geographic Pedagogy: Colearning and Coproduction of Knowledge as Strategy to Do Geography Differently

Sustainable city education: the pedagogical challenge of mobile knowledge and situated learning

“…Yet little within the mobilities literature explicitly explores the processes of learning that students and programme developers jointly constitute through the relational connections of individual and collective strategic interests and the implications of such connections for disciplinary and professional outlooks. Perhaps the closest common ground can be found in the works of geographer Richard Le Heron (Le Heron and Lewis ; Larner and Le Heron ; Le Heron ). In particular, Larner and Le Heron's writings have been cited by mobilities theorists (see McCann ) suggesting the value of a more ethnographic approach to studying policy and ideas transfer from specific sites and contexts and detailing the ‘governmentality of certain microspaces’ (McCann , 113) within these sites.…”

Academic work as radical practice: getting in, creating a space, not giving up

“…Finally, making space for radical practice required pedagogies of peer learning and a commitment to the coproduction of knowledge (Le Heron, ). This approach does not always sit well in neoliberal universities that reinforce individual excellence as the only sign of success.…”

Geographical imaginaries: Articulating the values of geography

“…In schools, geography is frequently positioned as a junior partner in one or other of the sociology, social science or humanities departments. In Auckland schools, it faces challenges for visibility and resourcing from environmental, social, media, business and other ‘studies’ and is constrained by various inertias and path dependencies in its curriculum design and delivery (Le Heron ). In both schools and universities, it has failed to corner the growth in interest in its own insights.…”