Geographies and educations: postmodernism and the lost geography teacher

Abstract

ABSTRACTYet again geography teachers face a time of change and challenge. This article considers whether the plurality of the postmodern has resulted in us questioning what geography, teaching and learning now look like. Specifically, it focuses on the relevance of postmodern geographies to young people and a skills approach to education in England. Postmodern approaches to geography in schools could be critiqued for their broad and fluid nature. This makes the subject seem both universal (i.e. without boundaries) and relevant to everyday life showing connections between people and places. By highlighting examples of how this is achieved, the article argues that teachers are not losing their way, but settling into a learner-centred culture. Coming into the profession at a time of such change has demonstrated what could potentially be gained and what lost from teaching and learning as we adhere to the 2010 (DfE) White Paper The Importance of Teaching. While there may be a case for both a skills-driven and a subject-driven curriculum, the article asks should we maximise the potential duality where both mutually support one another?