Abstract
Abstract Why have geographers so largely ignored the geography of education? This paper attempts to show that geographical studies of educational phenomena can be at least as rewarding as studies in other fields of social and cultural geography. The virtual absence of interest in the field by geographers is noted and contrasted with work, often lacking in geographical sophistication, already done by educationists. The possibility of applying geographical techniques to various educational questions, e.g., the delimitation of school district boundaries, the study of regional variations in abilities and attainments and problems related to educational opportunity and school provision, is explored. The possible use of educational data for classroom exercises is suggested.
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