A5074368130- Geography Education and Pedagogy
- Educator Training and Historical Pedagogy
- Educational Theory and Curriculum Studies
- Global Education and Multiculturalism
- Teacher Education and Leadership Studies
- Indigenous and Place-Based Education
- Collaborative Teaching and Inclusion
- Reflective Practices in Education
- Outdoor and Experiential Education
- Critical Race Theory in Education
- Educational and Psychological Assessments
- Tourism, Volunteerism, and Development
- Student Assessment and Feedback
- Geography and Education Methods
- Educational Assessment and Pedagogy
- Climate Change Communication and Perception
- Environmental Education and Sustainability
- Rhetoric and Communication Studies
- Gender Roles and Identity Studies
- Geological Modeling and Analysis
- Geographic Information Systems Studies
- Social Science and Policy Research
- Qualitative Research Methods and Ethics
- Climate Change, Adaptation, Migration
- Historical Geography and Geographical Thought
University of Oxford
2013-2025
Bishop Grosseteste University
2015-2019
This third progress report critically examines the shifting role of climate change in geographical education: from a peripheral concern to an urgent and defining priority. Climate now occupies substantial space across research, practice curriculum, however, this transformation unfolds amid ongoing ‘lag’ between public discourse, research evidence, curriculum development. Highlighting tensions urgency complexity, global local scales, representation justice, concludes with call for building...
School geography in England has been largely silent on issues around race, which stands contrast to important strands of thought the discipline. In this intervention, we explore two influential approaches education – cultural literacy and powerful knowledge argue that urgently need address silence race by making substantive anti-racist changes curriculum. Within literacy, geographies provide frameworks white supremacy institutionalised racisms. Working within knowledge, Black decolonial...
Student teachers in England, mainly on one‐year courses, spend the majority of their time schools. Secondary schools are primarily organised around subject departments, and these subgroups within have been shown to be significant for student outcomes teachers’ experiences. However, research school departments themselves is relatively limited, developing better understandings important Initial Teacher Education ( ITE ) educational more broadly. This paper draws an ethnographic study three...
Complex global challenges, rapid shifts in the mediation and distribution of information, rising inequalities a toxic milieu low-quality public reasoning make geography education more important than ever. This first progress report explores nexus research, practice scholarship geographies education. Conceptualising fields through expansive understandings positions this an optimistic space, highlighting significant opportunities for its contribution to deepening collaborations attending...
In this article, we reflect on our experiences teaching and learning in a digital course for PhD students, Oxford-UNISA Decolonising Research Methodologies. The aim of the was to 'gesture' beyond coloniality knowledge by thinking 'otherwise' about research methodologies. As decolonial praxis, gesturing embraces experimentation, humility becoming as pursue being/thinking seek/create coexistence, well-being dignity its constraints. We conceive co-teaching co-learning co-becoming. Teaching...
Research on trainee teachers' conceptions of geography has criticised their views for being limited, and failing to appreciate the breadth or depth geography. A body research in this area developed over past two decades, producing well-established classifications through which analyse This contribution breaks from these by offering a critical review existing literature then, drawing theory, distinguishing between as knowing, understanding, acting. Findings survey first year undergraduate...
Evidence from an ethnographic study of three secondary school geography departments in England is drawn on to describe aspects the relationships between examination boards and subjects. This paper focuses one department, ‘Town Comprehensive’, argument illustrated through a discussion observed lessons with teacher this department. Ofqual (Office Qualifications Examinations Regulation) have recently announced that may continue endorse commercially available teaching resources. The presented...
This paper offers an exploratory account of the Nature Geography (NOG) for geography education. The proposed NOG framework describes through theoretical offerings family resemblance approach across dimensions of: aims and values; knowledge; methods methodological rules; practices; as a social-institutional system. In science education, recontextualized has stimulated fruitful contributions to research, including its applications analytical tool curriculum research development, inform teacher...
To examine resilience in Science, Technology, Engineering, and Mathematics (STEM) learning within an ecological model, identifying the psychological processes associated with resilient, non-resilient to develop a framework for promoting STEM resilience.From sample of secondary-school students (n = 4,936), 1,577 who found their lesson difficult were identified. Students assessed on three capabilities asked write commentary how they responded lesson.Factor analysis revealed that could be...
This paper asks why spatially separated school departments might exhibit, in different ways, very similar practices. Data from an ethnographic study of three secondary geography England are discussed through a concept 'isomorphism' (homogenising forces), drawn neo-institutional theory. Similarities across these analysed terms coercive isomorphism, including the strong regulatory role played by examination boards and Ofsted; mimetic which approaches adopted response to situations high...
This paper builds on arguments made by Chalmers, Keown, and Kent [Exploring different 'perspectives' in secondary geography: Professional development options. International Research Geographical Environmental Education, 11(4), 313–324 (2002)], about teaching theoretical perspectives geography. A conceptual framework developed C.S. Lewis is discussed offered as one way of facilitating the perspectives. The involves an analytic distinction between looking at along. Looking associated with...
Teaching can be a hard job, and sustaining teachers throughout their career challenge, facing pressure from performativity, increasing accountability, increases in teacher workload. Geographical stories offer an important source of inspiration, helping to sustain teachers. Findings are presented ethnographic study secondary school geography departments England. Every these told compelling about personal histories that have led them being teacher. The areas subject specialism they claim not...
This report critically reviews developments in geographical education through the themes of anti-racism and decoloniality, reflecting on silences around these issues across previous progress reports arguing that present moment might be understood terms a decolonial turn. Publication trends increasing attention associated with turn are unevenly distributed, contested attenuated by structural surrounding recruitment retention more diverse geographers. The concludes suggestions for developing...
This paper applies Dennis’ [(2009 Dennis, B. 2009. “What Does It Mean When an Ethnographer Intervenes?” Ethnography and Education 4 (2): 131–146. doi: 10.1080/17457820902972762[Taylor & Francis Online] , [Google Scholar]). does it when 131–146] modes of ethnographic intervention to a fieldwork experience observed secondary school lesson in England. Ethnographic research raises numerous ethical dilemmas, the face which ‘intervention’ is unavoidable. The – teacher was judged as ‘Requiring...
This paper explores the ways in which 'good teaching' is constructed through mentors' written lesson observation feedback during Initial Teacher Education (ITE). Written has received little research attention, yet represents a potentially powerful activity for teachers' development. It also an important aspect of direct university-school-beginning teacher collaboration common across diverse programmes and ITE partnerships internationally. Data were collected from given to beginning teachers...
This article reports findings from a week of enrichment placements framed around ‘diversity’ within secondary Initial Teacher Education (ITE) programme in England. The authors outline the demographics county – largely rural, White East Midlands England and describe challenges this presents for ITE. A mixed-methods approach was used to study student teachers’ (n = 56) beliefs about diversity, generating data through: pre- post-survey attitudes; student-created reflective videos; journaling;...
Despite successive policy interventions, students' socio-economic status continues to strongly predict educational outcomes. Many schools aspire 'close' this 'gap'. This paper presents an ethnographic study of a group Primary in predominantly white working-class areas the Midlands England. Generating data through time-recurrent, multi-sited fieldwork including observation, informal conversations, semi-structured interviews, photography and documentary analysis, findings were constructed...