Time to talk knowledge

Abstract

As part of the secondary school qualification repackaging, the Ministry of Education has requested the geography education community define what constitutes their “critical body of knowledge.” In this article, I discuss three knowledge‐oriented themes focused on: (a) recent assessment trends in geography; (b) the predictive value of NCEA Level 3 geography with 100‐level success and (c) the nature of knowledge as expressed by the New Zealand Curriculum and assessment. Taken together, these themes suggest a need for a serious conversation about knowledge in school geography, as a pre‐cursor to the re‐design of the geography standards matrix.

The New Zealand Geographer reaches 75

“…An on‐going challenge is soliciting papers from across the breadth of geography, and specifically, maintaining physical geography contributions, and also contributions from geographers working outside of tertiary education. The journal also continues to encourage submissions to its Geo‐Ed section, and including reflective pieces on the state of geography in education (Binns & Kinder, 2019; Taylor, 2019).…”