Abstract
Abstract Behavioural geography has become an important part of teaching and research in contemporary human geography. A survey of British geography departments shows that behavioural geography has permeated undergraduate teaching both as specialist courses and in a range of broader human geography courses. This paper examines the former. It reveals considerable consensus on content masked by contrasting course organisation and discusses the relationship between the movement of the research frontier in behavioural geography and likely directions of change in teaching syllabuses.
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