Critical School Geography, Education for Global Citizenship
This opening chapter outlines the core knowledge, or key ideas from political economy, that should be explored in the geography curriculum by the time students reach the age of 16. These ideas pay particular attention to neoliberal capitalism, the form of society in which they are growing up and which shapes both their concerns, identities, outlooks and prospects, and the places, spaces and forms of nature that surround them. The chapter then introduces postcapitalist alternatives and debates on the Left that are relevant to how teachers present socialism alongside capitalism in the classroom. It concludes by introducing Unesco guidance on education for sustainable development and global citizenship and considering the extent to which ESDGC is taught in the countries of the UK.
CurriculumUnitOne2019 Venezuela’s Bolivarian Revolution and its Impact on Healthcare
Students consider the potential and record of 21st Century socialism in Venezuela with particular reference to healthcare. (Sustainable Development Goal (SDG) 3 Good Health and Well Being)
ChatperTwo2019 Critical Geography, Critical Education
Geogaphy and education are products of modern society. This chapter introduces modernity and the critical theory that developed to explain its failure to realise its promise of liberty, equaulity and fraternity.. It considers how critical theory has shaped critical geography and education before turning to neoliberal reform of schooling that has marginalized critical education. The critical ideas of Marx and Foucault, shed light on spatial divisions of schooling, the focus of the associated curriculum unit.
CurriculumUnitTwo2019 Spatial divisions of schooling
This unit examines issues of secondary school provision, parental choice and social justice in one local authority area. The data presented is for Bedford Borough but is it hoped that teachers will research and use data for their own local area using the Bedford data as a guide. (SDG 4 Quality Education)
ChapterThree2019 School Students and the Geography of Happiness
This chapter focuses on the students in geography classrooms, their happiness, concerns, politics, and identities, together with the need for realistic curriculum responses. After reporting the results of recent surveys of teenagers’, young adults’ and teachers’ concerns, unhappiness and engagement with politics, it looks for explanations by reference to the concept of alienation and the ways in which many students and teachers find schooling an alienating experience leading to disaffection, misbehaviour, exclusions, and high teacher turnover. Contemporary critical theories focussing on alienation are then outlined. These suggest that the speeding up of social life leads many to experience the world as indifferent to their true needs, and that the solution lies in changed forms of development that allow the self and the world to resonate with one another.
CurriculumUnitThree2019 Happiness and Equality: the UK and Finland compared
The geography of happiness suggests that in Scandinavian countries, with a different culture and an alternative form of capitalism, citizens and school students are happier. This curriculum unit focuses on SDG 10 (reduced inequalities) by examining Finland: the reasons why citizens report higher levels of happiness and well-being, and the role of schooling in fostering these.
What constitutes powerful geographical knowledge? This chapter seeks to answer this question by outlining the philosophies of knowledge that underpin modern and postmodern school geography. It makes the case for introducing students to dialectical and critical ways of understanding the world and suggests that critical realism should guide curriculum making so that they can relate everyday experience to underlying structures, processes and events. Reference is made to debates on powerful disciplinary knowledge and the GeoCapabilities Project.
CurriculumUnitFour Homelessness: causes and solutions
Making curriculum underpineed by critical realism is illustrated by this unit which enables students to examine myths surrounding homelessness, pathways into homelessness, and its links with housing policy and the housing crisis (SDG 11 Sustainable Cities and Communities).
Future chapters are likely to cover critical pedagogy, nature, place, space, and citizenship.
Chapter 5 on critical pedagogy and the associated curricuum unit on youth employment and the future of work is likely to be published on this website by the end of April 2019..