This paper discusses the application of Karl Maton's notion of 'semantic waves' to the teaching of geography at the post-16 phase (A-level) in England. Drawing on evidence generated through a 2-year close-to-practice case study, it illustrates its potential as a scaffold in two ways. Firstly, one that can help teachers face both ways: Towards…

There is an increasing urgency, driven by global geopolitical, ecological and climate crises, for geography teachers to use their subject expertise as agents of change to empower children and young people with the knowledge and skills needed to think geographically and better understand our complex and rapidly changing world. This paper brings our…

The Black Lives Matter movement has increased attention paid to whiteness and education. This paper contributes to this attention by investigating epistemologies of Geography and their enactment in two 'multicultural' schools. Through textual analysis, lesson observations and interviews with GCSE Geography students and teachers, I inquire into the…

Persistent youth advocacy for climate action worldwide, and recent policy activity in England, UK focused on climate change and sustainability education (CCSE), provide the context for this study. Drawing on reflections and insights predominantly gathered whilst working as a geography teacher and geography teacher educator in both England and…

The global climate emergency raises important questions for the future of fieldtrips in geographical education. Building on a longer history of these debates in the discipline, geography educators are paying increased attention to the environmental impacts of field-based education, as demonstrated by the Royal Geographical Society-Institute of…

Drawing on conceptualisations of teacher agency through the ecological approach, and in the context of recent policy activity, we explored primary and secondary school teachers' experiences of agency in relation to climate change education in England. Data collection occurred over two distinct but related phases. Firstly, we completed a series of…

Globally, teacher educators work in contexts which are shaped and informed by persistent policy reform and global environmental crises which we argue, combine to create a professional life that is volatile, uncertain, complex and ambiguous (VUCA). Through a case study of geography teacher educators (GTEs) based in England, we explore the…

This paper critically reflects on how transformative learning (TL) is described both conceptually and as a process in the literature in different fields and national contexts. We articulate a definition of TL and justify why geography education is an ideal vehicle for enabling it. This is followed by a series of case studies explaining how TL can…

This paper reflects on tensions and challenges in encouraging and enabling students to foreground their personal emotional material in the learning process, while this process itself remains embedded in the neoliberal subjectivities of the university, wider social contexts and the individual selves. We explore our teaching on a final year…

The challenge of climate change means that school education is more important than ever in preparing young people for an uncertain future. The focus of this research is climate change education and its status in the compulsory middle school years (approximately years 7-10) across six countries (Australia, Israel, Finland, Indonesia, Canada and…

This article reflects on the author's experience of developing a standalone geographies of sport module that is taught using an active blended learning (ABL) approach. The article argues that an ABL pedagogy is an effective way of teaching meaningful sports geography to undergraduate students. It discusses how the approach allows a diverse range…

In this paper we reflect on our experiences teaching human geography across two modules that pedagogically centre student reflexivity through content that has potential to be dis-comforting. Drawing upon student experiences on two final year option modules, relating to social and spatial exclusion and "race", ethnicity and multiculture,…

The skills used in all areas and stages of education are important also in geographical education. The concept of skill is important for the individual's life at all stages of Education. Geographical skills contribute to the ability of individuals to think critically and solve problems. They also enable the individual to think at a metacognitive…

While environmental education has been present in the field of education for decades now, only recently our particular subject areas of science and geography have started to pay more critical attention to specific concerns surrounding the intersection of environmental issues and social justice (also known as environmental justice) within the…

The realisation of voice is a particularly challenging aspect of dialogue. The aim of this study is to explore how a microblogging tool creates conditions for the realisation of student voice. Drawing on data collected as part of a larger international study, analysis of student focus group interviews (aged 11-12 years) in two schools in England…