Abstract
The introductory chapter of Geography Education Research: Retrospect and Prospect starts by raising the important question of whether geography education research, as a ‘specialist field of intellectual endeavour’ (Lambert 2010), actually exists.
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Notes
- 1.
This may sound pejorative, but see Sect. 1.7 for a more detailed consideration of why an over-reliance on ‘what works’ research may not be an entirely healthy foundation for educational research in geography, or indeed in any other subject.
- 2.
Furlong (2013) explains that ‘field’ may arguably be the preferred term for education, as it covers so many different contexts (from early years education to lifelong learning); topics (from the teaching of reading to management of HE); other disciplinary perspectives (from neuroscience to philosophy); and approaches to research and scholarship (from literary studies to Randomised Controlled Trials). As such, for some, education fails the first test of a discipline: with respect to coherence, distinctiveness and epistemological rigour.
- 3.
In the UK change in legislation enabled polytechnics to become universities after 1992. Subsequently all polytechnics chose to change their status, giving rise to the term ‘post 1992 universities’.
- 4.
As a result of the Robbins Report educational research diversified into ‘sub disciplines’ (sociology, philosophy, economics, psychology, etc.), and into subject-based, often practitioner-led, research. What Robbins proposed, and universities were ready to accept, was a ‘highly academic, highly theoretical model of teacher education’ (Furlong 2013, p. 32). This still remains part of the policy debate, as governments struggle with the concept of teacher education, particularly initial teacher education (ITE), being located in research driven universities.
- 5.
Day Training Colleges having already been established by universities for training teachers in the UK at the end of the nineteenth century.
- 6.
The dangers of introspection within the geography education research community are approached in an interesting way by Albert and Owens (2018), who pose the intriguing question: ‘Who is listening to us from geography education? Is anyone out there?’ Their research sought to assess the interchange between geographers, geography educationists and other disciplines based on a bibliometric study of citations of journal articles—its conclusions are remarkably sanguine about the influence of research work in geography education on both our own, and on other, disciplines and fields: ‘The flow of information is two-way; … geography education is engaged at all levels, from its own geography education circle to the larger geography community and substantially to scholars in the field of education’. However, most significantly, the authors also reveal that ‘our attempts to find research from geography education filtering into applied circles failed to generate much’ (sic).
- 7.
The term ‘case’ used in the sub-title is important: the book is not technically a case study, but nonetheless draws a firm focus on geography education research within the parameters of education in the UK.
- 8.
More precisely, there are six types of state funded (or ‘maintained’) schools in England: free schools, academies, community schools, foundation schools, Voluntary Aided schools and Voluntary Controlled schools. Secondary schools are mostly comprehensive schools requiring no entrance examination. The majority of comprehensives are also ‘specialist’ schools—receiving additional state finance, and with the option of applying partial selection of intake, to one or more subjects in which the school chooses to specialise.
- 9.
At the time of writing, before BREXIT, national academic examinations and vocational qualifications in schools and higher education in England met European Qualifications Framework requirements which aligned them to assessment regimes across the European Union.
- 10.
This is not the case in the curriculum for children under the age of 5 where the Early Years Foundation Stage (EYFS) curriculum contains seven areas of learning, including one titled ‘understanding the world’. Evidence of the amount of time children spend studying the humanities subjects at primary school (ages 5–11) is limited, with most schools spending about 4% of teaching time (about an hour each week) on each of the three humanities subjects.
- 11.
For a helpful collection of personal and academic reflections specifically on primary geography education and research, see Simon Catling’s edited ‘Reflections on Primary Geography’, published in 2017 (Catling 2017a). Written by participants at the 20th Charney Manor Geography Conference it provides an overview of influences and impacts on primary geography teaching and initial teacher education spanning back to the start of the annual Charney conferences in 1995. This series of brief reflections, many research-based but some scholarly or personal, also benefits from contributions made by a number of international authors and secondary school experts in geography education research.
- 12.
Conceptions of humanities education can extend beyond what are often considered to be its constituent subjects of geography, history and Religious Education. Some would seek to include other areas: such as citizenship, as well as a modern foreign (or native) language, art, music, drama and literature. Nonetheless, boundaries are necessary and these are currently often drawn using existing subjects, or disciplines.
- 13.
Catling (2013b) notes that primary ITE courses from 2002 to 2007 were given the option by the government of dropping either geography, or history, from their programmes; although few did so, those that did tended to drop geography.
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Butt, G. (2020). Scene Setting. In: Geography Education Research in the UK: Retrospect and Prospect. International Perspectives on Geographical Education. Springer, Cham. https://doi.org/10.1007/978-3-030-25954-9_1
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