[Iag-list] CFP: Change in Geographical Education

Kirstie Petrou kirstie.petrou at utas.edu.au
Thu Feb 20 16:54:30 AEDT 2020

Institute of Australian Geographers Conference 2020:Landscapes of change, challenge and creativity
University of New England, Armidale, NSW, Australia, 6-9 July 2020

Challenging thinking and creating dialogue to bring about change in geographical education

Session Organizers:

Susan Caldis, Macquarie University, NSW, Australia

Jennifer Carter, University of the Sunshine Coast, QLD, Australia

Geography education, as its name suggests, sits at the intersection of two disciplines: geography and education. Whilst there is specific research interest about the pedagogies associated with the teaching of geography, geography education is also about the teaching, learning, thinking and communication processes related to the dissemination of knowledge across and beyond the discipline.

The landscape of geography education is vast, stretching across many physical territories – from the personal, to school, to university, to industry, to the public domain. The landscape of geography education also covers the interactions and interrelationships occurring between humans, and between humans and the non-human world. To that end, the whole landscape of geography education is considered in this session; and the Decadal Plan, Geography: Shaping Australia’s Future (National Committee for Geographical Sciences [NCGS], 2018) provides an organising frame for the conceptualisation of this session.

Geography: Shaping Australia’s Future (NCGS, 2018) identifies two (out of four) challenges facing the discipline that refer to the physical territories of geography education:

  *   to raise the level of geographical knowledge and understanding within the Australian population; and

  *   to improve the visibility and integrity of the discipline.

Such challenges also refer to the range of interactions occurring between and within such territories. Some specific challenges facing the discipline in connection with geography education, articulated in an Australian context within the Decadal Plan and internationally through the research include:

  *   geography being recognised for its role in STEM (Caldis & Kleeman, 2019; Al Mamum, Jackson, & White, 2015)

  *   the division of the discipline across different university structures which diminish its identity (Cupples, 2019; Ferreira, 2017),

  *   the lack of understanding about and offering of geography methodology courses available in Initial Teacher Education programs which affects the pipeline of specialist geography teachers entering schools (Bednarz, Heffron, Hyunh, 2013; De Mirci, de Miguel-Gonzalez, & Witham-Bednarz, 2018; International Geographical Union Commission on Geographical Education, 2016); and

  *   a general lack of understanding by industry and the public as to the usefulness of geography in contemporary society (Bovill, 2019; Dufty-Jones, 2017; Moolman & Donaldson, 2017).

Several recommendations in the Decadal Plan require action from those who will, and do, challenge the current narrative and practice about teaching, learning and thinking, and communicating in and across the fields of geography.  More creative approaches to the challenges facing the teaching, organisation, and communication of our geographies will support researchers, educators and policymakers to initiate change so the discipline continues to flourish in wider society. Therefore, this session aims to enhance the role, influence and communication of geography education in shaping the future of the discipline.

Although currently there is no IAG Study Group specifically directed towards geography education, it is hoped such a study group will be established in the future. The authors also believe that a geography education focused conference session could assist in progressing actions around several recommendations identified in the Decadal Plan for Geography in education and institutions.

Abstracts for theoretical, methodological or empirical papers are invited in response to key areas of geography education, such as

  *   the design and delivery of higher education courses that span the discipline of Geography;

  *   Geography and STEM;

  *   Geography in school education, and Initial Teacher Education (including methodology courses);

  *   Geography in educational policy;

  *   the use of digital technologies in higher education and public communication;

  *   geographical thinking and application in the public arena; and

  *   education and communication in geography more broadly.

Please email a 250-word abstract to susan.caldis at hdr.mq.edu.au  and jcarter at usc.edu.au  by 13th March 2020.


Al Mamun, R., Jackson, T., White, G. (2015). Does the Geography major fit in STEM? Journal of Geography and Geology, 7(1), DOI: http://dx.doi.org/10.5539/jgg.v7n1p27

  *   Bovill, C. (2019). Student-staff partnerships in learning and teaching: An overview of current practice and discourse. Journal of Geography in Higher Education, 43(4) https://doi.org/10.1080/03098265.2019.1660628

Caldis, S., & Kleeman, G. (2019). Geography and STEM. Geographical Education, 32, 5 – 10.

Cupples, J. (2019). No sense of place: Geoscientisation and the epistemic erasure of geography. New Zealand Geographer, 1 – 11, DOI: 10.1111/nzg.12231

De Mirci, A., de Miguel-Gonzalez, R., & Witham-Bednarz, S. (Eds). (2018). Geography Education for Global Understanding, Switzerland: Springer

Dufty-Jones, R. (2017). The career aspirations and expectations of geography doctoral students: Establishing academic subjectivities within a shifting landscape. Geographical Research, 56(2), 126 – 138 DOI:10.1111/1745-5871.12270

Ferreira, J. (2017). Facilitating the transition: Doing more than bridging the gap between school and university geography. Journal of Geography in Higher Education, 42(3), 372 – 383.

International Geographical Union Commission on Geographical Education. (2016). International Charter on Geographical Education. Beijing: IGU-CGE.

Moolman & Donaldson, (2017). Career paths of geography graduates. South African Geographical Journal, 99(3), 252 – 266 https://doi.org/10.1080/03736245.2016.1231625

National Committee for Geographical Sciences. (2018). Geography: Shaping Australia’s Future (Australian Academy of Science).

University of Tasmania Electronic Communications Policy (December, 2014).
This email is confidential, and is for the intended recipient only. Access, disclosure, copying, distribution, or reliance on any of it by anyone outside the intended recipient organisation is prohibited and may be a criminal offence. Please delete if obtained in error and email confirmation to the sender. The views expressed in this email are not necessarily the views of the University of Tasmania, unless clearly intended otherwise.
-------------- next part --------------
An HTML attachment was scrubbed...
URL: <https://lists.flinders.edu.au/pipermail/iag-list/attachments/20200220/1afffaaf/attachment-0001.htm>

More information about the Iag-list mailing list