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					                The sections.....
• Introduction – setting young people in context
• Chapter1: Young People’s Geographies:
  implications for secondary school geography
• Chapter 2: Young Peoples’ conceptions of
  geography in education
• Chapter 3: Children’s geographies in the primary
  school

• Discussion:
    Underpinnings of the section
• Childhood(s) as a social construction with
  its/their own power geometries (Massey
  1993)
• Children are knowledgeable about their own
  lives – expert-witnesses
• Children are not ‘empty vessels’ – they are
  often more worldly –wise than adults care to
  admit.
  (Thomson,P. forthcoming)
• With hearts and minds fixed firmly on a school
  curriculum that contributes to a more equitable,
  just and sustainable world, the authors whose
  work is represented in this first section of
  Geography, Education and the Future seek to
  challenge and unsettle some current dominant
  classroom assumptions. They query what counts
  as significant knowledge and how it is produced
  and reproduced in schools and they offer
  alternatives grounded in practice and in theory.
         Young people in context....
•   Territoriality
•   Anti-social behaviour
•   Rising youth unemployment
•   ‘Islanding of childhood’ (Gilles, 2008)
•   Retreat from the streets – Matthews and Limb (2000)
•   Increase in public –space surveillance – Mosquito devices

    There is not one childhood but many, formed at the
    intersection of different cultural, social and economic
    systems, natural and man-made physical environments.
    Different positions in society produce different positions.
    (James and Prout xiii)
• There is no longer a shared time or territory
  of childhood, no mainland of childhood, only
  infinite archipelagos of stranded children,
  even more dependent on adults to transport
  them from island to island and keep them on
  schedule in their increasingly hurried lives.’
  (Zeiher in Gillis; 316).
        And at the same time....
In the past thirty years the processes associated
with globalisation have produced more diversity
than similarity. We now live in an era when
modernity takes many forms and childhood
comes in many varieties. Instead of declining,
child labour has increased in many
underdeveloped countries;...ever-larger
generations of unschooled street children engage
in crime and violence; child prostitution is on the
rise and child soldiers have become common
place in Africa and Asia.
(Gilles.J :2008: 322)
   What’s this got to do with school
             geography?
• ‘Funds of knowledge’ – Hall and Thomson
  (2008)
• Making connections – Roberts (2010)
• Power-geometries – Massey (2003)
• Cultural understanding– Lambert and Morgan
  (2010)
Young People in Castle Square,
         Swansea.
Lambert and Morgan (2010) Teaching Geography 11-18
             A Conceptual Approach
Young people’s geographies framework


                             Young people’s
                              lives and the
     Conversation              discipline of
                            geography come
                                 together




         Collective
   responsibility for the
                             Ideas diversity
     development of
       geographical         and improvement
        knowledge
Learning from curriculum making (North East group)



• Initially many in the geography education community were
  sceptical about pupil involvement in curriculum development
• There were concerns about whether the pupils were old enough
  to be involved in developing the curriculum
• There were doubts about young people’s abilities to make sense
  of their own geographies
• The pupils had never experienced such involvement before,
  always having been passive recipients of other people’s
  knowledge and never fully engaged in making their own
• To begin with the pupils’ experiences had to be carefully
  scaffolded and modelled
     The contentious curriculum
• Questions of knowledge - what is taught to
  whom, why, and to what ends. In what ways
  does what we teach reflect the society we
  aspire to/have/had.

• High-stakes curriculum debates because of the
  multiple childhoods that co-exist: interior
  journeys (Green:
Curriculum making with the academic discipline as a resource




                  Geography: the academic discipline


            Students                               Geography:
          geographical                             the school
              lives                                  subject




                          Geography teachers
 To conclude.....




An exclusive and excluding curriculum that only values certain kinds of
knowledge and experience signals to many young people how we, as a society,
value them now - as individuals as members of diverse communities and as
contributors to wider society. It could be deemed educationally careless to
ignore the social and cultural capital of this significant group whose spatial
lives are shaped by powerful local-global forces; ignoring these geographies
runs the risk of alienating significant proportions of young people and of
leaving school geography out of kilter with their needs and interests. Young
people’s geographies, as a research paradigm, can tell us a great deal about
the lives of young people in order to support the development of a more
relevant and inclusive school curriculum, but, accessing these geographies can
only happen with the consent and participation of young people themselves.

				
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