Who are the children we teach? Considering identities, place and time-space in education

Abstract

This article critically considers the importance of educators asking, 'who are the children we teach?' before attending to questions of purpose, curriculum and pedagogy. Through examining the relationships between identities, place and time-space, the article contributes to wider debates about how geography can enhance our knowledge of educational institutions, systems, processes, experiences and landscapes. Written in the context of a 'knowledge turn' in England -in which supporting young people to engage with disciplinary and subject knowledge has been positioned by some as the central purpose of schooling -the article argues that the geographies of children and young people have, at times, been under-considered in education. To counter this, drawing on a case study of five young people's narratives about London, the article uses the illustrative example of religion and identity to examine how the young people navigate multiple, sometimes contradictory, social spaces when constructing and representing their identities in London. The article concludes by arguing that for educators to truly empower young people in, and through, their schooling, it is of significant value for them to engage with the geographies of those they teach.

Transformative Pedagogy: Islamic Religious Education Model for Society 5.0 Amidst the Industrial Revolution

“…Education that occurs today does not know time and Learning can now transcend physical classrooms and occur in virtual or remote spaces. (Faizah et al, 2023;Hammond, 2023;Hansen & Jóhannesson, 2023). Education is increasingly open and easy to access, this means that advances in technology can make the learning process easier for us.…”

Engaging with undergraduate geography students’ perspectives on the value of geography to a person’s education

“…In the field of geography education, an important area of focus has been the examination of the contribution geography makes to a person's education (Lambert, 2016;Maude, 2016;Bustin, 2020). As part of these debates, amongst other things, literature has examined the importance of subjects (such as geography) framing the curriculum (Lambert, 2017), considered teacheridentities (Brooks, 2016), explored geography's 'place' in the contested and multi-layered space of the curriculum (Rawling, 2020;Lambert and León, in press), and considered the complex and multi-scalar relationships between geography, education and injustice (Norcup, 2015;Brace and Souch, 2020;Puttick and Murrey, 2020;Hammond, 2022;Finn et al, 2022;Kasuji et al, 2022;Puttick, 2022). Literature has also examined the complex relationships between people (as individuals, communities, and societies) and the more-than-human world (Witt and Clarke, 2020;Walshe et al, 2022;Dunkley, in press), most recently in the context of the Anthropocene (Morgan, 2012;Nayeri, 2021).…”