Abstract
Geographical knowledge is essential in primary geography but it requires recontextualsation from its disciplinary context to be the school subject for younger children. The purpose of recontextualising knowledge for primary geography is considered, leading to an exploration of ways in which geographical knowledge is recontextualised. The approach is epistemologically focused through three dimensions. First, to clarify the knowledge foundation of school geography, the notion of threads of geographical knowledge is considered in terms of propositional, substantive and procedural knowledge. Examples distinguish the threads in primary geography and emphasises the role of substantive and procedural knowledge as key to structuring geographical knowledge. Second, the epistemological distinction between kinds of knowledge is employed to illustrate the diversity of geographical knowledge within the primary geography curriculum. Third, geographers’ varied notions of knowledge is considered using a selection of the discipline’s own theoretical lenses, and these are related to ways in which geographical knowledge appears in primary school geography. In conclusion the variety of knowledge threads, kinds and lenses are argued to provide a rich foundation for developing and empowering children’s geographical understanding and thinking.
Published Version
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