Advancing a Framework to Describe School Geography Curricula Around the World

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dc.contributor.authorChang, Chew-Hung
dc.contributor.authorKidman, Gillian
dc.contributor.authorWi, Andy
dc.contributor.authorSingh, Shyam Anand
dc.contributor.authorMitchell, Jerry
dc.date.accessioned2023-12-05T21:12:05Z
dc.date.available2023-12-05T21:12:05Z
dc.date.issued2019
dc.description.abstractGeographical education is practiced differently around the world, as there are many factors (e.g., geographical location) and contexts (e.g., political, cultural) that countries may face in terms of planning and developing their geography curriculum. Invariably, each country has a different curriculum for school geography. The International Charter on Geographical Education (Charter) outlined some key research questions that geography educators around the world should engage with and the contribution, outcomes and research agenda of geographical education (International Geographic Union - Commission on Geographical Education, 2016). Using the Charter as a basis, we compare different curricula around the world by identifying the core geographical concepts, skills and attitudes of geography education with a view of developing a framework that allows researchers and teachers to exchange ideas on how to teach geography better. Through content analyses of curriculum documents, international declarations on geographical education and discussions with international scholars and practitioners, we examine the levels at which geography is taught, the intended cognitive and affective learning outcomes, the instructional approaches, the assessment practices, and even the teacher professional development opportunities that are described in the documents in each country's case. Consequently, we develop a holistic framework that can be used by geography educators who seek to compare school geography practices around the world. In addition, we attempt to describe the essence of geographical education within an international context, which will have applicability for researchers developing an international assessment item, for instance. The research project will have important contributions to the international geographical education community as well as geographical education in Singapore.
dc.description.departmentGeography and Environmental Studies
dc.formatText
dc.format.extent18 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationChang, C.H., Kidman, G., Wi, A., Singh, S.A., & Mitchell, J. (2019). Advancing a framework to describe school geography curricula around the world. Research in Geographic Education, 21(2), pp. 55-72.
dc.identifier.issn1529-0085
dc.identifier.urihttps://hdl.handle.net/10877/17367
dc.language.isoen
dc.publisherThe Grosvenor Center for Geographic Education
dc.sourceResearch in Geographic Education, 2019, Vol. 21, No. 2, pp. 55-72.
dc.subjectgeography
dc.subjectgeography curricula
dc.subjectconceptual framework
dc.subjectgeography education
dc.titleAdvancing a Framework to Describe School Geography Curricula Around the World
dc.typeArticle

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