Abstract
ABSTRACT In this short intervention I ask whether geographers are helping or hindering progress towards a policy turn. The inclination for turning to research means the largely unspoken aspect of the geography and public policy debate is our role as educators. While research-informed teaching is the fundamental mechanism by which academic staff engage students with public policy concerns, I highlight how the foundational books used in many undergraduate degree programmes to frame ‘doing’ geographical research provide no reference to policy. I argue as geographers we must take more responsibility for exposing students to a diversity of policy in geographical learning and teaching.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.