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Cited by 191Geography Education and PedagogyGeography and Education MethodsEducator Training and Historical Pedagogy

Achieving Human Potential through Geography Education: A Capabilities Approach to Curriculum Making in Schools

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Lambert, David, Solem, Michael, Tani, Sirpa·2015·Annals of the Association of American Geographers
DOI 10.1080/00045608.2015.1022128
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Abstract

This article provides the theoretical underpinnings for an innovative international collaborative project in the field of geography education named GeoCapabilities. The project attempts to respond in new ways to enduring challenges facing geography teachers in schools. These include the need to find convincing expression of geography's contribution to the education of all young people and coping with the apparent divergence of geography in educational settings and its highly disparate expression as a research discipline in university departments. The project also hopes to contribute to the development of a framework for communicating the aims and purposes of geography in schools internationally, because here, too, there is great variety in definitions of national standards and even of disciplinary allegiances (including, e.g., the social studies, humanities, and biological sciences). GeoCapabilities does not seek to flatten such divergences, for one of geography's great strengths is its breadth. The long-term goal is to establish a secure platform for the international development of teachers’ capacities as creative and disciplined innovators. The project encourages teachers to think beyond program delivery and implementation and to embrace their role as the curriculum makers.

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Research works printed but not linked: 14

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  6. Lambert, D. 2014. Subject Teachers in Knowledge-led schools, in Young, M. and Lambert, D. with Roberts C and M. Roberts. 2014 Knowledge and the Future School: curriculum and social justice, London: Bloomsbury.
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  9. McClean, M., Abbas, A. and P. Ashwin. 2013. University knowledge, human development and pedagogic rights. In Human development and capabilities: Re-imagining the university of the twenty-first century, eds. A. Boni andM. Walker, 30-43. London: Routledge.
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Authors
Lambert, D., Solem, M., & Tani, S.
Affiliations
  • University College London (GB)
  • American Association of Geographers (US)
  • University of Helsinki (FI)
Corresponding author
  • Lambert, David
  • Solem, Michael
  • Tani, Sirpa
ORCID
Venue
Annals of the Association of American Geographers
Publisher
Informa UK Limited
Published
2015-05-13
Volume
105
Issue
4
Pages
723-735
ISSN
  • 0004-5608 (ISSN-L)
  • 1467-8306
DOI
10.1080/00045608.2015.1022128
OpenAlex
W1864713017
Cited by
191
References
59
Citations by year
2026: 15 · 2025: 15 · 2024: 37 · 2023: 16 · 2022: 21 · 2021: 22 · 2020: 16 · 2019: 12 · 2018: 16 · 2017: 15 · 2016: 6
FWCI
64.29
Type
journal article
Language
en
Open access
Locations
  • Annals of the Association of American Geographers (publishedVersion)
  • UCL Discovery (University College London) (submittedVersion)
  • RePEc: Research Papers in Economics (submittedVersion)
Topics
  • Social Sciences › Geography, Planning and Development › Geography Education and Pedagogy
  • Social Sciences › Sociology and Political Science › Geography and Education Methods
  • Social Sciences › Sociology and Political Science › Educator Training and Historical Pedagogy
Keywords
geography education, capability approach, curriculum development, international cooperation, teacher capacity building, geography curriculum standards, teacher innovation

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