Abstract
This third progress report critically examines the shifting role of climate change in geographical education: from a peripheral concern to an urgent and defining priority. Climate change now occupies substantial space across research, practice and curriculum, however, this transformation unfolds amid ongoing ‘lag’ between public discourse, research evidence, and curriculum development. Highlighting tensions across urgency and complexity, global and local scales, and representation and justice, the report concludes with a call for building geographical education futures that are creative, generous, hopeful, diverse and robust enough to meet the challenges of climate change.
Published Version
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