Confronting the crisis: towards a curriculum framework for school geography at key stages 4 and 5

Abstract

ABSTRACT In this article the author argues that older school students (14−18 year-olds) deserve a curriculum framework that focuses on the causes and possible solutions to the current global crisis affecting their lives. This should draw on the philosophy of critical realism to explain how the world works and how global citizens can effect change to make it work more sustainably. It also argues that affective learning, which seeks to counter the dualism of modern culture, is key to such change.