Abstract
Abstract This paper discusses the teaching of qualitative historical geography through the consideration of a course taught at the University of Salford entitled ‘Sources, Problems and Interpretation in Historical Geography’. The development of one part of the course, a ‘module’ on Victorian Britain using discussion group activity to interpret various sources, is detailed showing how its form is the product of the overall course aims, my own geographical education and a theoretical position which involves a dialogue between qualitative methods in contemporary human geography and historical geography.
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