Critical School Geography

An ebook that makes the case for a critical approach to school geography

See the key features of the book outlined below

Go to the contents page  for an overview of chapters and curriculum units

Go to the downloads page to download a pdf file of the book

Read Susan Gallwey’s review from Policy and Pactice, Issue 32, 2021

Read Bill Stringer’s review from Geographical Education, Vol. 34, 2021

Critical School Geography explores how school geography guided by critical social theory can address the UN’s sustainable development goals. It draws on critical geography and education to suggest that radical democracy is the key to constructing nature, space and place in more sustainable ways and to argue for a re-orientation of the school subject towards the goal of developing global citizens committed to radical global democratisation. The book focuses on the issues that pre-occupy older school students and provides ideas and activities that enable them to explore how democratising all spheres of life, at all levels from the local to the global, is key to resolving these issues and fostering hope for the future.

Critical School Geography combines theory and practice as each chapter is associated with a curriculum unit. These show how ideas from critical geography and education can be adapted for the classroom and how UNESCO’s guidance on education for sustainable development and global citizenship can be embedded in school geography.

Key features

  • Introduces critical social theory and its applications in the fields of geography and education
  • Advocates democratic green socialism and democratic socialist education
  • Associates powerful geographical knowledge and critical thinking with critical theory, particularly critical realism
  • Focuses on students’ and teachers’ unhappiness (alienation) and the potential of radical democracy and post-capitalism to offer them hope
  • Provides sample curriculum units that address students’ concerns (schooling, happiness, housing, the future of work, sustainable food, etc)
  • Contains chapters on nature, space, place and global citizenship following introductory chapters on critical geography and education, knowledge, and critical pedagogy
  • Promotes UNESCO guidance on education for sustainable development and global citizenship education and an internationalist approach to geographical education
  • Includes numerous links to websites, videos and open source publications

I would be interested to hear your comments via the feedback page. Meanwhile if you find the book useful I would be grateful if you would recommend it to your colleagues and networks.

John Huckle

Bedford, November 2020