Eleanor Rawlings
Biographic Data
| ID | 4511591 |
|---|---|
| NAME | Eleanor Rawlings |
| GIVEN NAMES | Eleanor |
| FAMILY NAME | Rawlings |
| SIGNATURE | RAWLINGS E |
| AFFILIATIONS | University of Oxford |
| ORCID | 0000-0003-4572-2739 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 27 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1977 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 3 |
The GA’s Framework for the school geography curriculum
The Geographical Association (GA) has produced A framework for the school geography curriculum (GA, 2022), which sets out the nature of the school subject, its disciplinary foundations and the significant features of geography that should underlie any geography curriculum or set of curriculum requirements at national level. The framework was produced in response to observed failings in the processes of national curriculum and qualification produc…
How and why national curriculum frameworks are failing geography
Morgan (2017) suggests that our failure to identify a core of geographical knowledge that should be taught in schools is leading to ‘the making of geographical ignorance’. At a time of centralised curriculum direction, it is teachers who are being called on by the subject community to remake and recontextualise the curriculum. However, I draw on curriculum development thinking, and particularly the recognition of levels of curriculum development,…
Walking into Clarity: The Dynamics of Self and Place in the Poetry of Ivor Gurney
In the first issue of this journal, Eric Magrane called for a renewed concern with “geopoetic texts and practices that draw on the work of poets as well as geographers.” This article focuses on the English poet, Ivor Gurney, as a means of exploring the relationship between the act of walking and the process of poetic writing. Despite periods of mental instability and the traumatic experience of serving as an ordinary soldier in World War I, Gurne…
Organic Public Geographies: “Making the Connection”
A new field of “public geographies” is taking shape (Fuller 2008) in geography's mainstream journals. While much is “traditional”, with intellectuals disseminating academic research via non- academic outlets (Castree 2006; Mitchell 2008; Oslender 2007), less visible is the “organic” work and its “more involved intellectualizing, pursued through working with area-based or single-interest groups, in which the process itself may be the outcome” (War…
The Politics and Practicalities of Curriculum Change 1991-2000: Issues Arising from a Study of School Geography in England
A case study of the changing geography curriculum illuminates the continuing struggles over subject knowledge at national level, and highlights more general issues about ideology and the politics of curriculum change 1991-2000. The investigation focuses on the processes and impacts of two National Curriculum Reviews and the changing policy trends and structures becoming apparent under New Labour. Three phrases of curriculum policy-making are tent…
The International Network for Learning and Teaching Geography: Developing links with school education
This paper argues that the development of the International Network for Learning and Teaching Geography (INLT) provides a timely opportunity to explore the benefits of greater links between the school and higher education sectors. The authors, geographers with professional and personal expertise in learning and teaching geography in both school and higher education contexts, address key aspects of school geography in order to reflect on existing …
Geography into the Twenty-First Century
Madingley Revisited? NEW PERSPECTIVES FOR GEOGRAPHY: OVERVIEW AND ISSUES. Geography into the Next Century. Academic Geography: The Key Questions for Discussion. School Geography: The Key Questions for Discussion. GEOGRAPHY IN HIGHER EDUCATION. A Place in Geography. Only Connect: Approaches to Human Geography. DEVELOPMENTS IN PHYSICAL GEOGRAPHY. Environmentalism and Geography: A Union Still to Be Consummated. GEOGRAPHY IN THE SCHOOL CURRICULUM. Ge…
School geography: Some key issues for higher education
Recent changes in the character and organisation of the school curriculum in England and Wales are making a direct impact on geography. Despite its place in the National Curriculum for 5–14‐year‐olds and its current popularity in public examinations at 16 + and 18 +, there are growing indications that geography may not be guaranteed security, status or quality in the long term. In particular, geography's position may be threatened in the 14–19 cu…
Geography 16–19: Some implications for higher education
The Geography 16–19 Project is a National Curriculum development project (England, Wales and Northern Ireland). Funding was available for a full‐time team from 1976 to 1985. Work now continues through a national co‐ordinator and a regional network of schools, colleges and teachers. The article highlights some important implications for geographers in higher education arising from the characteristics and achievements of the Project
The man‐environment approach to geography: A focus for curriculum development 16–19
Geography 16–19 — should you be involved
Geography into the Twenty-First Century
Madingley Revisited? NEW PERSPECTIVES FOR GEOGRAPHY: OVERVIEW AND ISSUES. Geography into the Next Century. Academic Geography: The Key Questions for Discussion. School Geography: The Key Questions for Discussion. GEOGRAPHY IN HIGHER EDUCATION. A Place in Geography. Only Connect: Approaches to Human Geography. DEVELOPMENTS IN PHYSICAL GEOGRAPHY. Environmentalism and Geography: A Union Still to Be Consummated. GEOGRAPHY IN THE SCHOOL CURRICULUM. Ge…
School geography: Some key issues for higher education
Recent changes in the character and organisation of the school curriculum in England and Wales are making a direct impact on geography. Despite its place in the National Curriculum for 5–14‐year‐olds and its current popularity in public examinations at 16 + and 18 +, there are growing indications that geography may not be guaranteed security, status or quality in the long term. In particular, geography's position may be threatened in the 14–19 cu…
Geography 16–19: Some implications for higher education
The Geography 16–19 Project is a National Curriculum development project (England, Wales and Northern Ireland). Funding was available for a full‐time team from 1976 to 1985. Work now continues through a national co‐ordinator and a regional network of schools, colleges and teachers. The article highlights some important implications for geographers in higher education arising from the characteristics and achievements of the Project
Organic Public Geographies: “Making the Connection”
A new field of “public geographies” is taking shape (Fuller 2008) in geography's mainstream journals. While much is “traditional”, with intellectuals disseminating academic research via non- academic outlets (Castree 2006; Mitchell 2008; Oslender 2007), less visible is the “organic” work and its “more involved intellectualizing, pursued through working with area-based or single-interest groups, in which the process itself may be the outcome” (War…
The Politics and Practicalities of Curriculum Change 1991-2000: Issues Arising from a Study of School Geography in England
A case study of the changing geography curriculum illuminates the continuing struggles over subject knowledge at national level, and highlights more general issues about ideology and the politics of curriculum change 1991-2000. The investigation focuses on the processes and impacts of two National Curriculum Reviews and the changing policy trends and structures becoming apparent under New Labour. Three phrases of curriculum policy-making are tent…
The International Network for Learning and Teaching Geography: Developing links with school education
This paper argues that the development of the International Network for Learning and Teaching Geography (INLT) provides a timely opportunity to explore the benefits of greater links between the school and higher education sectors. The authors, geographers with professional and personal expertise in learning and teaching geography in both school and higher education contexts, address key aspects of school geography in order to reflect on existing …
Geography 16–19 — should you be involved
The man‐environment approach to geography: A focus for curriculum development 16–19
Geography 16–19: Some implications for higher education
The Geography 16–19 Project is a National Curriculum development project (England, Wales and Northern Ireland). Funding was available for a full‐time team from 1976 to 1985. Work now continues through a national co‐ordinator and a regional network of schools, colleges and teachers. The article highlights some important implications for geographers in higher education arising from the characteristics and achievements of the Project
School geography: Some key issues for higher education
Recent changes in the character and organisation of the school curriculum in England and Wales are making a direct impact on geography. Despite its place in the National Curriculum for 5–14‐year‐olds and its current popularity in public examinations at 16 + and 18 +, there are growing indications that geography may not be guaranteed security, status or quality in the long term. In particular, geography's position may be threatened in the 14–19 cu…
Geography into the Twenty-First Century
Madingley Revisited? NEW PERSPECTIVES FOR GEOGRAPHY: OVERVIEW AND ISSUES. Geography into the Next Century. Academic Geography: The Key Questions for Discussion. School Geography: The Key Questions for Discussion. GEOGRAPHY IN HIGHER EDUCATION. A Place in Geography. Only Connect: Approaches to Human Geography. DEVELOPMENTS IN PHYSICAL GEOGRAPHY. Environmentalism and Geography: A Union Still to Be Consummated. GEOGRAPHY IN THE SCHOOL CURRICULUM. Ge…
The International Network for Learning and Teaching Geography: Developing links with school education
This paper argues that the development of the International Network for Learning and Teaching Geography (INLT) provides a timely opportunity to explore the benefits of greater links between the school and higher education sectors. The authors, geographers with professional and personal expertise in learning and teaching geography in both school and higher education contexts, address key aspects of school geography in order to reflect on existing …
The Politics and Practicalities of Curriculum Change 1991-2000: Issues Arising from a Study of School Geography in England
A case study of the changing geography curriculum illuminates the continuing struggles over subject knowledge at national level, and highlights more general issues about ideology and the politics of curriculum change 1991-2000. The investigation focuses on the processes and impacts of two National Curriculum Reviews and the changing policy trends and structures becoming apparent under New Labour. Three phrases of curriculum policy-making are tent…
Organic Public Geographies: “Making the Connection”
A new field of “public geographies” is taking shape (Fuller 2008) in geography's mainstream journals. While much is “traditional”, with intellectuals disseminating academic research via non- academic outlets (Castree 2006; Mitchell 2008; Oslender 2007), less visible is the “organic” work and its “more involved intellectualizing, pursued through working with area-based or single-interest groups, in which the process itself may be the outcome” (War…
Walking into Clarity: The Dynamics of Self and Place in the Poetry of Ivor Gurney
In the first issue of this journal, Eric Magrane called for a renewed concern with “geopoetic texts and practices that draw on the work of poets as well as geographers.” This article focuses on the English poet, Ivor Gurney, as a means of exploring the relationship between the act of walking and the process of poetic writing. Despite periods of mental instability and the traumatic experience of serving as an ordinary soldier in World War I, Gurne…
How and why national curriculum frameworks are failing geography
Morgan (2017) suggests that our failure to identify a core of geographical knowledge that should be taught in schools is leading to ‘the making of geographical ignorance’. At a time of centralised curriculum direction, it is teachers who are being called on by the subject community to remake and recontextualise the curriculum. However, I draw on curriculum development thinking, and particularly the recognition of levels of curriculum development,…
The GA’s Framework for the school geography curriculum
The Geographical Association (GA) has produced A framework for the school geography curriculum (GA, 2022), which sets out the nature of the school subject, its disciplinary foundations and the significant features of geography that should underlie any geography curriculum or set of curriculum requirements at national level. The framework was produced in response to observed failings in the processes of national curriculum and qualification produc…
Geography Education and Pedagogy (10 works) · Sociology (9 works) · Curriculum (7 works) · Geography (7 works) · Pedagogy (7 works) · Political science (7 works) · Educator Training and Historical Pedagogy (5 works) · National curriculum (5 works) · Psychology (5 works) · Curriculum development (4 works)