RGS-IBG Annual International Conference 2019

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42 Geography and Education: Panel session
Affiliation Higher Education Research Group
Convenor(s) Matt Finn (University of Exeter, UK)
Chair(s) Matt Finn (University of Exeter, UK)
Timetable Wednesday 28 August 2019, Session 2 (11:10 - 12:50)
Room Sir Alexander Fleming Building, Room 120
Session abstract This panel brings together a range of scholars and educational leaders to explore the many relationships between geography and education at a time when those relationships and the actors and organisations which promote them are diversifying, strengthening and in some cases, coming under threat.

In the U.K., there has been a growing set of research under the banner of the ‘geographies of education and learning’ and in North America commonly styled as the ‘critical geographies of education’ alongside longstanding research traditions in other languages (Holloway and Jöns, 2012; Nguyen et al., 2017; Pini et al., 2017). Emerging from and informed by diverse sub disciplinary engagements this has led to events such as the International Conference on Geographies of Education held at Loughborough University in 2010, 2012 and 2018. Formalising this area of work through institutional spaces has also taken place such as through the formation of Critical Geographies of Education Specialty Group (CGE-SG) in the American Association of Geographers.

In parallel to this – and with points of connection – is the work which takes as its object pedagogy and curriculum with a specific focus on geography as a discipline. In a UK context it may be carried out by those based in Geography departments and supported by groups like HERG (and be called pedagogic research, education research or the Scholarship of Learning and Teaching [SoLT]). It may also be carried out in Graduate Schools of Education and related to research and scholarship that informs geography education or ‘geography in education’ often with a focus on initial teacher education, such as work by GEReCo, and in connection to the work by the Geographical Association and RGS-IBG Schools programme and teacher-educators across the UK.

The panel will discuss their perspectives on the relationship between Geography and Education and the signs of trouble and hope they see for this area of research, scholarship and engagement.
Contact the conference organisers to request a change to session or paper details: ac2019@rgs.org
Geography and Education: Panel session
Steve Brace (Royal Geographical Society (with IBG), UK)
Gemma Collins (University of Birmingham, UK)
James Esson (Loughborough University, UK)
Jennifer Hill (University of the West of England, UK)
Heike Jöns (Loughborough University, UK)
Alan Kinder (Geographical Association, UK)
Parvati Raghuram (The Open University, UK)
This panel brings together a range of scholars and educational leaders to explore the many relationships between geography and education at a time when those relationships and the actors and organisations which promote them are diversifying, strengthening and in some cases, coming under threat.

In the U.K., there has been a growing set of research under the banner of the ‘geographies of education and learning’ and in North America commonly styled as the ‘critical geographies of education’ alongside longstanding research traditions in other languages (Holloway and Jöns, 2012; Nguyen et al., 2017; Pini et al., 2017). Emerging from and informed by diverse sub disciplinary engagements this has led to events such as the International Conference on Geographies of Education held at Loughborough University in 2010, 2012 and 2018. Formalising this area of work through institutional spaces has also taken place such as through the formation of Critical Geographies of Education Specialty Group (CGE-SG) in the American Association of Geographers.

In parallel to this – and with points of connection – is the work which takes as its object pedagogy and curriculum with a specific focus on geography as a discipline. In a UK context it may be carried out by those based in Geography departments and supported by groups like HERG (and be called pedagogic research, education research or the Scholarship of Learning and Teaching [SoLT]). It may also be carried out in Graduate Schools of Education and related to research and scholarship that informs geography education or ‘geography in education’ often with a focus on initial teacher education, such as work by GEReCo, and in connection to the work by the Geographical Association and RGS-IBG Schools programme and teacher-educators across the UK.

The panel will discuss their perspectives on the relationship between Geography and Education and the signs of trouble and hope they see for this area of research, scholarship and engagement.