Geographical Futures
1. I‟d like to start with the front page of Monday‟s Guardian. I had
completed my presentation – honest – but like all good geographers
there is always a way to get something topical into a presentation.
First three = of interest but tangential to our subject. Second three =
issues that we would immediately recognise as our territory and/or
issues that we have something to say about. Without geography you
cannot make sense of these issues. I realise that I‟m preaching to the
converted but I will start this presentation where I will end it –
geography has to have a future or our children and young people,
and society as a whole, will be lacking in fundamental knowledge,
understanding, skills and opportunities.
2. I chose Geographical Futures as the theme of my Presidential year for
a number of reasons. Foremost in my mind was the future of the
Geographical Association itself. The last 6 years have seen a decline
in membership from a peak of just over 10,000 (2001) to its current
level of approximately 6,500. This is a challenge for an organisation
that is essentially a membership organisation – you join the GA by
subscribing to one or more of its journals. At the same time there has
been a significant growth in „third stream‟ activities – curriculum and
continuing professional development (CPD) projects – such that
income from these activities, including the Action Plan for Geography,
in 2006-07 is £298,000 compared with an estimated membership
income of £355,000. This figure excludes the Action Plan for
Geography, a two-year, £2 million, programme funded by the DfES „To
provide everyone – opinion formers, policy makers, schools, parents
and pupils – with a clear vision of geography as a relevant and
powerful 21st century subject; and to equip teachers with the
professional skills and support they need so that pupils enjoy and
succeed in geography.‟ This programme is delivered by the GA and
the RGS/IBG in partnership and includes a joint membership proposal.
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What do we want the Geographical Association to look like in 3, 5
or 10 years time?
3. The future of the Geographical Association is, of course, integrally
related to the future of geography in the school curriculum and in
higher education. We have become so used to education reforms that
there is a danger of them slipping by unnoticed but the current changes
have far reaching consequences for how – and possibly if - our subject
is taught. Primary schools are being encouraged to „free up‟ the
curriculum, which could be good or bad news for geography depending
on the skill and inclination of the teacher. There is a revised Key Stage
3 Programme of Study, revised GCSE and A-level subject criteria and
the introduction of the 14 „diploma lines‟ between September 2008 and
September 2010. (Designed as an alternative to traditional GCSEs
and A levels, Diplomas are multi-component qualifications themed
around an industry sector. They will combine vocational or applied
content with rigorous theoretical learning, set in the context of a
particular industry, known as a „line of learning‟. Young people
undertaking the Diploma curriculum will be guaranteed to learn
practical, functional skills in English, mathematics and ICT, as well as
concentrating on the personal, learning and thinking skills so highly
prized by employers and higher education. Diplomas will be available
at three levels, pre-GCSE, GCSE and A-level.)
4. In the universities there are positive indicators. About 34,000 people
are studying geography in UK universities. The number of people
applying to geography undergraduate courses at UK universities and
colleges as of 15th January 2007 had increased by 5.5% for physical
geography and environmental sciences and by 3.1% for human
geography according to latest statistics from UCAS compared with
2006. The last the Research Assessment Exercise, 2001 found
geographical research in universities thriving: over 1,229 staff working
at the highest level of Geographical research (officially called Category
A/A* staff). The panel overseeing Geography noted “extensive
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evidence of the vitality of the discipline” (Report of the Geography
Panel, 2001 RAE).i
5. In Initial Teacher Training (ITT) there are some significant concerns.ii
The amount of geography training provided in primary courses has
become less and less in recent years. On a PGCE course about 10
hours of geography training is often the norm. When the current
Qualifying to Teach regulations were introduced, primary trainees were
required to be trained in either geography or history. At secondary,
there is a predicted reduction of 399 training places from 03/04 to
07/08. There has been a reduction in tutor employment and a closure
of courses. What do we want geography in education to look like
in 3, 5 or 10 years time?
6. And then there is geography itself. We are here because we share a
passion for our subject. I do not have to convince you that geography
is relevant, stimulating and interesting. I also accept that academic
disciplines will debate – need to debate – their core purpose, so that
the answer to the question „What is geography?‟ will never be
uncontested. David Lambert addresses this question in his article „Can
we – should we – „brand‟ school geography?‟iii on the Geography
Teaching Today website and comments that „The issues discussed
here have challenged many a fine curriculum developer in the past.‟
So, I will not endeavour to sort this one in the next 60 seconds.
However, I think we have been singularly bad at identifying a highest
common factor and even worse at communicating this to the world at
large. Geography is people, places, environments and spatial
interrelationships – job defined, now let‟s get on with the interesting
stuff? What do we want geography to be in 3, 5 or 10 years time?
7. My final reason for choosing Geographical Futures reflects a sense of
frustration that so much of the last 15 years, since geography made the
final cut of the original National Curriculum, has been spent defending
geography and at best halting the rate of erosion. We need a different
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strategy. New technologies are available to us – instead of groynes we
have GIS, instead of rock armour we have new areas of study, instead
of sea walls we have sustainable development and citizenship. What
future do we want to make for geography?
8. What goes around comes around? I did not know when I chose my
theme that Rex Walford‟s 1984 presidential address was entitled
„Geography and the Future‟iv. In fact, when Rex became President of
the GA on 1st September 1983 I was on a train from Bombay to Delhi,
doing (to misquote the Bishop of Southwark) what geographers do –
travelling the world. Rex notes that geography seems to be poorly
represented in the corridors of power and identifies three challenges for
those concerned with geographical education: the need to respond to
curricular initiatives originating from outside geography; the need to
improve geography‟s public image; and the need to integrate the
community of geography teachers and academics for more effective
action. How have we done?
9. I think we have done well at gaining access to the corridors of power,
although constant vigilance and effort is required. Patrick Bailey, as
President in 1985-86, led the charge with „A Case for Geography‟,
supported by Elspeth Fyfe, Tony Binns and a roll call of the ablest
lieutenants. We „hung on in there‟ during some difficult times in the
1990s, fielding teams of volunteers at meetings such as the Primary
and Secondary Umbrella Groups, responding to every consultation and
never passing up an invite from a government quango. The real
success has come with the professionalisation of the association and in
particular the appointment of David Lambert as Chief Executive, who
has given outstanding leadership to the GA and who has secured – not
alone but with tireless energy and considerable skill – the GA a place
at the table of subject associations to be taken seriously by the DfES.
David‟s appointment, with Rita Gardener, as special adviser to Lord
Adonis, Parliamentary Undersecretary of State for Schools, is
testimony to that success.
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10. I think we could do better at responding to curricular initiatives
originating from outside geography. Successes have included the work
of the Geography Schools and Industry Project, the GNVQ Working
Party and the ongoing work of the Environmental and Sustainable
Development Working Group and the recently formed Citizenship
Working Group. The question „Should we try to influence?‟ has by and
large been replaced by „How will we influence?‟ and many geography
departments play a lead role in delivering vocational education.
However, it is not always easy to get involved. These courses are not
conceived as geography and the outcomes are not necessarily
geographical. We can see the opportunities but geography often
improves the course at the margin, in the hands of a specialist. We
must continue to respond – no opportunity must be missed - but I think
we must be realistic about what we can achieve.
11. The need to improve geography‟s public image is one area where I
think we have, with a few notable exceptions, failed. Geography
teachers are still the butt of too many jokes and it does matter! The
majority of geography teachers do not have beards and wear corduroy
jackets and those that do should be able to do so without feeling
persecuted. It doesn‟t have to be like this. The public image of a
geographer could be of a leading edge scientist, using a wide range of
high-tech equipment to investigate relevant issues and interesting
phenomena; someone who is confident, enthusiastic, knowledgeable
and involved. That we can appeal is superbly illustrated by the
success of the „G‟ Team, who won the competition to guest edit the
Today programme on Radio 4 on New Year‟s Day 2007. David
Lambert, Dan Raven-Ellison and 14 year old Hannah Bosher put
together a programme that was widely admired, although, sadly, 7.00
am on New Year‟s Day is not peak listening time. The involvement of
Michael Palin with the Action Plan for Geography is another example of
the geographical community successfully working with the media.
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12. I am certain that improving geography‟s public image is a priority and
that – despite past failures – it can be done. Rex Walford wished „that
we (GA, RGS, IBG) could find the collective will to depute at least one
selected officer of the national organisations to systematically and
exhaustively monitor (such) comments‟. I think we need to go further
than this, and I am delighted to say that developing and implementing a
press and public relations policy has been included in the job
description of the new post of programme director that we are creating
to support the Chief Executive with the GA‟s expanding portfolio of
projects.
13. In relation to integrating the community of geography teachers and
academics for more effective action my own feeling is that we have
gone backwards before we have started to move in the right direction
again. Change in the universities has been a big factor here. The
Research Assessment Exercise has meant that there is little credit to
be gained from writing for the school‟s audience, or from being involved
with examination design and delivery. As ever, there are notable
exceptions – I thank the lecturers who travel the country to speak at
GA branches and I think of the initiatives of individuals such as Mike
and Sheila Bradford; the Bradford Awards, worth £600 to the winner, to
encourage and reward innovation in secondary school geography at
department level, with the ultimate goal of encouraging students to
continue to study geography beyond the 'compulsory years'. However,
much more needs to be done and I see the Action Plan for
Geography‟s Ambassador‟s strand as the first stage in a vital long-term
development.
14. Of course, Rex Walford was writing before GCSEs, National
Curriculum levels, the National Strategies et al but without reprising the
full gamut of educational changes in the last 24 years I do need to
mention what I consider to be the most profound: Every Child Matters.
The Education Act of 2004 was the DfES‟s response to the death of
Victoria Climbié, the young girl who was horrifically abused and
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tortured, and eventually killed by her great aunt and the man with
whom they lived. Every Child Matters: Change for Children was
published in November 2004, a new approach to the well being of
children and young people from birth to age 19. Providers of Children‟s
Services, including education, must be measured against the same five
outcomes: being healthy, staying safe, enjoying and achieving, taking
part and securing economic well being. To give an example, Ofsted
inspections report against the five outcomes and the GA has already
provided advice to support geography subject leaders record
achievement on the school‟s self-evaluation form against these
headings.
15. Central to this new approach is giving Children and young people far
more say about issues that affect them as individuals and collectively.
This is a significant opportunity for geography. With, once again, some
notable exceptions, I think we have been very poor at this. Some of
my evidence is anecdotal, from talking to children and young people
when I have been inspecting classrooms. Some of my evidence is
there for anyone to read – „what children and young people think‟ is
missing from almost every analysis of what, how and when geography
should be taught. Frustratingly, there are schools and colleges who
are good at listening but do not take action on what they have heard. I
am not advocating that we should abandon 2,000 years of the subject‟s
development because 9Y do not like learning about coastal scenery
but unless we involve children and young people in the dialogue I
genuinely believe that geography as a school – and probably university
– subject will wither on the vine. The most common concerns I hear
are „We enjoy learning about other countries but we don‟t do them for
GCSE‟ and „We‟ve done this before‟. And still, as geography
educators, we don‟t do anything about it – children drop geography at
the end of Year 9 and we carry on repeating rivers until the levee
breaks.
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16. Paul Weeden explores this issue in his article in Geography, „Students‟
Perceptions of Geography: Decision making at age 14‟v. Paul
concludes that the decline in numbers at GCSE (29.4% between 1996
and 2006) appears due to a complex interaction between individual
students‟ perceptions of geography, the quality of teaching and
learning in geography departments, and whole-school option choice
systems. Weeden draws on a range of studies that support my
anecdotal evidence: the most common interesting topics are finding out
about the world, studying places and other countries, big environmental
issues and events and locational and factual knowledge about places.
One study reported that KS4 students enjoyed learning new aspects of
subject content in preference to revisiting a previously studied topic in
more depth. Geography is successful in competing with other subjects
when it is relevant, topical, up-to-date, reflects the cutting edge of
geography, and is fun and interesting.
17. You will not be surprised to know that I am delighted that a strand of
the Action Plan for Geography is Young People‟s Geographies. There
are eight schools involved in the project from different parts of the
country. At three one day conferences students will meet and talk
about how the geography curriculum can be organised and planned in
an innovative, exciting and worthwhile way. The outcome will be a set
of curriculum units delivered in the students‟ schools.
18. One of the most enjoyable and influential projects that I have been
involved with was GeoVisionsvi. This project came out of Tide~DEC
(Teachers in Development Education DEC Birmingham), led by Scott
Sinclair, Tide~DEC‟s Director, with the strap line „Create the future –
don‟t let it just happen‟. GeoVisions provided a forum to debate, raise
issues, research and make proposals about the future of school
geography. The GA adopted GeoVisions under Di Swift‟s leadership
and over a period of two years it inspired a range of workshops and
publications, including the GA‟s April 2002 Position Statement on
geographyvii, and it initiated the GA‟s involvement with „third stream‟
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activities. GeoVisions introduced me to possible, probable and
preferred futures and, I now realise, to my presidential theme.
19. To create the future of geography rather than just let it happen, we
need a strategy for change. In „Success and Sustainability: Developing
the strategically focused school‟ the authors argue that poor strategies
often emerge because of lack of clarification of core purpose, values
and vision. It is essential that the GA – and geography – avoid the
same pit falls. The GA‟s core purpose is clearly defined in its mission
statement, „furthering the learning and teaching of geography‟. Our
values are more clearly defined than they have ever been before, with
the recent publication of the GA‟s inclusion policy, which sits alongside
our policy on the environment and ethical investment. And I have
started a debate at Governing Body, that will now go to the
membership, on our vision: what factors do we need to take into
account in renewing our vision, what do we want the GA to be like in 10
years time and what do we need to do to get there?
20. What have the Governing Body come up with so far? In our first
discussion we identified a wide range of factors that need to be taken
into account in forming our vision:
a. policy environment
b. CPD environment
c. demography
d. what will learning be like in ten years time?
e. the global context
f. membership
g. relationship with the wider geographical and subject community
h. role of GA
i. children and young people
21. In our second discussion we listed, in groups, our top ten
characteristics for what the GA should be like in 10 years time. Here is
a selection of characteristics where there was significant agreement:
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a. every school a member
b. a diverse organisation, open and welcoming
c. young people actively participating
d. vibrant branches and committees, with a strong regional network
e. a larger international / global presence
f. independent and outward looking
g. embracing partnerships with complementary organisations
h. HQ premises a centre of excellence – as a place to work, meet
and learn
i. an advocate for geography, in the curriculum and in the public
domain
j. catering for all levels of engagement from the occasional
website visitor to the geography activist
22. Geography also needs clarity of core purpose, values and vision. The
revised Key Stage 3 Programme of Study gives us a statement that I
would hope few would disagree with, even it if it is not quite how you
would have said it, thus making it an ideal highest common factor: „The
study of geography stimulates an interest in, and a sense of wonder
about, places and helps make sense of a complex and dynamically
changing world. It explains how places and landscapes are formed,
how people and environment interact, and how a diverse range of
economies and societies are interconnected‟viii. Clarity of values does
not mean that we all have to believe the same thing – debate is
essential to the vitality of a discipline – but I think it does mean that we
have to be more in agreement about what we mean by key
geographical concepts, knowledge, understanding and skills. Essential
to a shared vision is an acceptance of the reality of the educational
landscape in the early 21st Century. Beaches do not develop at
headlands; they form in the centre of bays. Sand dunes can be
encouraged with stabilising plants. We must locate geography in the
right place in the landscape and provide the appropriate support.
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23. The GA, through its journals, has already started the discussion.
Margaret Roberts, in Teaching Geographyix, identifies three questions
that we must consider if we are to reshape and revitalise school
geography: What should be in the geography curriculum and why?
How should students learn geography? How can the teaching and
learning of geography be improved? Fran Martin in her Primary
Geographer article „Everyday geography‟x argues for a re-
conceptualisation of geography in a way that is appropriate for the
primary context, i.e. a geography that grows out of the everyday lives
of teachers and children. The knowledge that teachers and pupils
bring with them from their daily experiences connects with the
knowledge and ways of understanding the world that geographers
have developed over many years. Everyday experiences become a
starting point for an investigation of the wider world. This view very
much accords with my experience of advising primary school teachers
over a ten-year period most of whom „dropped‟ geography at the end of
Year 9.
24. So, what do we need to do to make the future, rather than have it made
for us? My personal view is that we must understand and accept the
reality of the education system that we are part of. We must identify
where we can make a difference and put our energies there. The
biggest difference will be made in the classroom, so the more we can
do to support teachers – many of whom are not specialist geographers
– teach relevant and interesting lessons, the better. We must follow
the Action Plan for Geography with a Strategy for Change. We must
take co-ordinated and concerted action to improve geography‟s public
image. And above all we must involve children and young people in
the development of geography in our schools and universities. If every
child matters – and they do – then children deserve a geographical
education that will last a lifetime. A confident geographical community
that is clear about its core purpose, values and vision and that pulls
together with energy and commitment can, and will, succeed.
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i
information provided by Jonathan Bxxxxx, RGS/IBG, April 2007
ii
Andrea Tapsfield, in papers to COBRIG, December 2006
iii
David Lambert, „Can we – should we – „brand‟ school geography?‟, Geography Teaching
Today website
iv
Geography and the Future, Rex Walford, Geography, 1984, pp 193 - 208
v
Students‟ Perceptions of Geography: Decision making at age 14, Geography, Spring 2007
vi
GeoVisions: Debate and Development, DEC (Birmingham), 1999
vii
Geography: a position statement from the Geographical Association, April 2002
viii
Draft revised Key stage 3 Programme of study for Geography, QCA, December 2006
ix
Teaching Geography, Vol 31, No. 3, Autumn 2006
x
Primary Geographer, No. 61, Autumn 2006
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