Geographical Education in a Changing World

Past Experience, Current Trends and Future Challenges

  • John Lidstone
  • Michael Williams

Part of the The GeoJournal Library book series (GEJL, volume 85)

Table of contents

  1. Front Matter
    Pages i-xiv
  2. Traditions In School Geography

    1. Front Matter
      Pages 18-18
    2. John Lidstone, Michael Williams
      Pages 1-16
    3. Bill Marsden
      Pages 19-21
    4. Joseph P. Stoltman
      Pages 23-37
    5. Ashley Kent
      Pages 55-71
    6. Philip Stimpson
      Pages 73-84
  3. Contemporary School Geography

    1. Front Matter
      Pages 86-86
    2. Graham Butt, Michael Hemmer, Agustin Hernando, Lea Houtsonen
      Pages 93-106
    3. Sarah Witham Bednarz, Robert S. Bednarz, T. Dikson Mansfield, Stuart Semple, Ronald Dorn, Michael Libbee
      Pages 107-126
    4. Margaret Robertson, Philippa Ferguson
      Pages 127-138
    5. Chi-chung Lam, Peiying Lin, John Chi-kin Lee, Sze Onn Yee, Guang Yang
      Pages 139-154
    6. Maria Lücia De Amorim Soares, Beatriz Ceballos García, Griselda Garcia De Martin, Fabián Araya Palacios
      Pages 155-178
  4. The Future Of School Geography

    1. Front Matter
      Pages 180-180
    2. Michael Williams
      Pages 181-183
    3. Joop Van Der Schee
      Pages 185-193
    4. Daniella Tilbury, David Wortman
      Pages 195-211
  5. Back Matter
    Pages 243-255

About this book


The status of geography in school curricula varies across the globe. Geography, as a discrete subject, has, in some countries, established a strong position in both primary and secondary schools while in others it has a weaker position, often a component of integrated and cross-curricular arrangements. Globally, the trend is for geography's status to be challenged. A central theme of this book is the location of geography in school curricula with particular reference to centrality and marginality. A second theme relates to the subject status of geography. A third theme relates to the spirit and purpose of school geography and the traditions that underpin the subject and how these are changing. A fourth theme relates to the way geography is being seen by curriculum planners as contributing to the achievement of governmental aims for society in general. A fifth theme concerns the human and material resources infrastructure. Finally, what of the future?

The underpinning assumption is that experiences gained in one country will be of real interest to educators in another. The book, is part of the work of the Commission on Geographical Education of the International Geographical Union. Part 1, written in a global context, focuses on the distinctive traditions of school geography. Part 2 reviews the contemporary state of school geography on a broad continental basis with each chapter including national case studies, written by experts drawn from those countries. The final parts comprises chapters that extrapolate from the present and point to likely future developments in the subject, again with examples drawn from various countries.


Europe curriculum education learning lifelong learning school

Editors and affiliations

  • John Lidstone
    • 1
  • Michael Williams
    • 2
  1. 1.Queenland University of TechnologyAustrelia
  2. 2.Education and Health StudiesUniversity of Wales SwanseaUK

Bibliographic information