1. Engaging Geography and A Different View David Lambert

3. Some preliminaries General context: - Continuing pressures on geography - Curriculum reforms - Public understanding of geography - Public geographies

4. Broad Context A twenty-first century curriculum cannot have the transfer of knowledge at its core: What knowledge would we select in an information rich age? In a knowledge economy, what actually constitutes knowledge? While the traditional school curriculum is dominated by know-what (factual knowledge), there is growing demand to know-why, know-how and know-who.

5. Broad Context See also: RSA Opening Minds (competences) www.thersa.org/projects/education/opening-minds FutureLab Enquiring Minds www.futurelab.org.uk/projects/enquiring-minds QCA Big Picture : confident individuals, successful learners, responsible citizens http://curriculum.qca.org.uk/

6. In what ways is geography misheard? 1.The purposes of geography are not clear enough 2.The purposes of geography do not resonate 3.Geography is submerged by, or is of secondary importance to, other matters

7. Curriculum corruption Over the past two decades the school curriculum has been estranged from the challenge of educating children (Whelan 2007 p1) eg the promotion of global citizenship values (by government, NGOs and subject associations) at the expense of knowledge and understanding.

8. ImplicationsImplications 1.We need to re-purpose subjects for new times –The knowledge society –The urgency of our times 2. We need to develop models of strong inter- disciplinarity –Working in the borderlands, in a scholarly world with faded disciplinary boundary lines. 3.We need to give teachers time to think about - traditions in education and the subject discipline. That is, about knowledge and wisdom, not just skills and competences

9. Engaging Geography Engaging Geography an ESRC seminar series creating time and space for public geographies (Newcastle) creating time and space for public geographies (Newcastle) geographers, artists and their publics (Exeter) geographers, artists and their publics (Exeter) activist geographies (Leeds) activist geographies (Leeds) geographies and policy (Liverpool) geographies and policy (Liverpool) border crossings: geographies in schools border crossings: geographies in schools communicating public geographies (London) communicating public geographies (London)kye.askins@northumbria.ac.uk

10. A Different View A Different View a manifesto from the GA put Geography at the forefront of whole curriculum thinking put Geography at the forefront of whole curriculum thinking capture a global dimension in the curriculum capture a global dimension in the curriculum explain Geography to key stakeholders and decision makers including parents, governors, employers and politicians explain Geography to key stakeholders and decision makers including parents, governors, employers and politicians

11. A Different View A Different View a manifesto from the GA evaluate the quality of Geography in your department or organisation evaluate the quality of Geography in your department or organisation develop Geography in order to contribute effectively to broad educational goals develop Geography in order to contribute effectively to broad educational goals communicate the purpose and significance of Geography with children, young people and adults communicate the purpose and significance of Geography with children, young people and adults