Abstract
How does a fairly remote space (the islands of New Zealand) contribute to the development of geographical literacy in the geography textbooks of post-socialist (Romania), Western (Germany) and post-colonial (Mexico) countries? A four-step analysis of three textbooks of international selection revealed different regionalisation cultures combined with traditional and recently implemented educational paradigms of geography education and led to a similar result. Despite the many ways in which New Zealand's geographical distinctiveness could be used to enhance geographical literacy, there are few operationalisations of educational targets that might contribute to sustainable long-term learning. Further, these results also offer a possible explanation for the absence of the ‘southern lands’ on students' cognitive maps of the world.
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