Lauren Hammond
Biographic Data
| ID | 5016925 |
|---|---|
| NAME | Lauren Hammond |
| GIVEN NAMES | Lauren |
| FAMILY NAME | Hammond |
| SIGNATURE | HAMMOND L |
| AFFILIATIONS | University of Oxford |
| ORCID | 0000-0003-1915-8767 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Between/within/across a landscape of practice: Teaching, learning, and the ScotGeese community
This paper describes a new community for Scottish geography, earth, and environmental sciences educators (i.e. the ScotGEESE community). It explores the formation of our community including our aims, distinguishing features, and influences through the metaphor of geese behaviour: hatching, honking, flocking, and flying. We identify tensions that have arisen including the visibility and access to our disciplines and the lack of communication betwe…
Geography Education Research in the World: Mapping Challenges and Opportunities Across Countries
Writing collaboratively as colleagues who have transitioned from teaching geography in high schools to becoming university-based academics researching and teaching geography education, this commentary offers insights into the challenges of, and opportunities for, geography education research (GER) across the countries in which we live and work: Australia, England, Germany, Singapore and the United States. Drawing on the themed intervention geogra…
Reflecting on the powers, possibilities and constraints of geography curricula in England, Finland and Sweden
National curriculum statements found within the Official Recontextualising Field (ORF) provide an insight into how geography as a school subject is conceptualized in a country’s education system. National curricula can shape teachers’ agency in curriculum making and what, how and where children and young people study and learn geography. This paper engages with the lower secondary national geography curriculum for England, Finland and Sweden. We …
Geography, education and citizenship: Engaging with children’s rights in, and to, the city in London
Drawing on a small-scale study in London that investigated children’s rights in, and to, the city, this article considers the relationships between geography education and citizenship. We begin by examining children’s citizenship in cities, before exploring curricula constructions of citizenship in England. The research, which was co- created by a university-based geography educator and a school-based geography educator, involved 11–12 years olds…
Children’s rights in, and to, the city: Everyday life, education and empowerment in London and Glasgow
Navigating personal and disciplinary frontiers: Engaging with undergraduate geography students’ reflections on their geographical education
In this article, we engage with undergraduate geography students’ reflections on their geography education. We begin by examining the position of geography within education across the British Isles. Following this, we critically consider how geography education is shaped by “the gap” between school and university geography and geographies of education, before reporting on the findings from a survey of 333 undergraduate students studying geography…
Who are the children we teach? Considering identities, place and time-space in education
This article critically considers the importance of educators asking, ‘who are the children we teach?’ before attending to questions of purpose, curriculum and pedagogy. Through examining the relationships between identities, place and time-space, the article contributes to wider debates about how geography can enhance our knowledge of educational institutions, systems, processes, experiences and landscapes. Written in the context of a ‘knowledge…
Engaging with undergraduate geography students’ perspectives on the value of geography to a person’s education
In this article, we explore perspectives on, and experiences of, geography education, by engaging with those looking at the field from a different vantage point than those working in it – those studying geography. The article begins by examining the importance of student voice in and to geography education, before drawing on a survey of 333 undergraduate geography students from across the British Isles conducted in late 2020. Through engaging wit…
Looking ahead to the future of GeogEd: Creating spaces of exchange between communities of practice
As part of the special issue marking the transition of the Higher Education Research Group to the Geography and Education Research Group, in this final paper we argue that the reformed group has a key role to play in promoting spaces of exchange between the communities of practice that have a stake in the shared endeavours of geography and education. We draw on structured conversations from the group’s launch event, existing literature, and our p…
Recognising and exploring children’s geographies in school geography
This article draws on the author’s doctoral research to examine the relationships between children’s geographies in different spaces of geographical thought in England – geography in and of everyday life, geography as an academic discipline and geography as a school subject. It begins by setting out how children’s geographies have largely been omitted from school geography due to complex reasons including the impact of governmental policy on teac…
Geography teacher educators' perspectives on the place of children's geographies in the classroom
While many have extolled the benefits of incorporating children's geographies in school geography (Biddulph, 2012; Yarwood and Tyrell, 2012; Roberts, 2017), its place in the classroom is uncertain (Catling, 2011; Hammond, 2020). To gain a more nuanced understanding of how, and why, children's geographies are drawn upon and engaged with in school geography, this article examines the philosophies and experiences of geography teacher educators. In d…
Looking ahead to the future of GeogEd: Creating spaces of exchange between communities of practice
As part of the special issue marking the transition of the Higher Education Research Group to the Geography and Education Research Group, in this final paper we argue that the reformed group has a key role to play in promoting spaces of exchange between the communities of practice that have a stake in the shared endeavours of geography and education. We draw on structured conversations from the group’s launch event, existing literature, and our p…
Recognising and exploring children’s geographies in school geography
This article draws on the author’s doctoral research to examine the relationships between children’s geographies in different spaces of geographical thought in England – geography in and of everyday life, geography as an academic discipline and geography as a school subject. It begins by setting out how children’s geographies have largely been omitted from school geography due to complex reasons including the impact of governmental policy on teac…
Navigating personal and disciplinary frontiers: Engaging with undergraduate geography students’ reflections on their geographical education
In this article, we engage with undergraduate geography students’ reflections on their geography education. We begin by examining the position of geography within education across the British Isles. Following this, we critically consider how geography education is shaped by “the gap” between school and university geography and geographies of education, before reporting on the findings from a survey of 333 undergraduate students studying geography…
Geography teacher educators' perspectives on the place of children's geographies in the classroom
While many have extolled the benefits of incorporating children's geographies in school geography (Biddulph, 2012; Yarwood and Tyrell, 2012; Roberts, 2017), its place in the classroom is uncertain (Catling, 2011; Hammond, 2020). To gain a more nuanced understanding of how, and why, children's geographies are drawn upon and engaged with in school geography, this article examines the philosophies and experiences of geography teacher educators. In d…
Recognising and exploring children’s geographies in school geography
This article draws on the author’s doctoral research to examine the relationships between children’s geographies in different spaces of geographical thought in England – geography in and of everyday life, geography as an academic discipline and geography as a school subject. It begins by setting out how children’s geographies have largely been omitted from school geography due to complex reasons including the impact of governmental policy on teac…
Engaging with undergraduate geography students’ perspectives on the value of geography to a person’s education
In this article, we explore perspectives on, and experiences of, geography education, by engaging with those looking at the field from a different vantage point than those working in it – those studying geography. The article begins by examining the importance of student voice in and to geography education, before drawing on a survey of 333 undergraduate geography students from across the British Isles conducted in late 2020. Through engaging wit…
Looking ahead to the future of GeogEd: Creating spaces of exchange between communities of practice
As part of the special issue marking the transition of the Higher Education Research Group to the Geography and Education Research Group, in this final paper we argue that the reformed group has a key role to play in promoting spaces of exchange between the communities of practice that have a stake in the shared endeavours of geography and education. We draw on structured conversations from the group’s launch event, existing literature, and our p…
Who are the children we teach? Considering identities, place and time-space in education
This article critically considers the importance of educators asking, ‘who are the children we teach?’ before attending to questions of purpose, curriculum and pedagogy. Through examining the relationships between identities, place and time-space, the article contributes to wider debates about how geography can enhance our knowledge of educational institutions, systems, processes, experiences and landscapes. Written in the context of a ‘knowledge…
Navigating personal and disciplinary frontiers: Engaging with undergraduate geography students’ reflections on their geographical education
In this article, we engage with undergraduate geography students’ reflections on their geography education. We begin by examining the position of geography within education across the British Isles. Following this, we critically consider how geography education is shaped by “the gap” between school and university geography and geographies of education, before reporting on the findings from a survey of 333 undergraduate students studying geography…
Reflecting on the powers, possibilities and constraints of geography curricula in England, Finland and Sweden
National curriculum statements found within the Official Recontextualising Field (ORF) provide an insight into how geography as a school subject is conceptualized in a country’s education system. National curricula can shape teachers’ agency in curriculum making and what, how and where children and young people study and learn geography. This paper engages with the lower secondary national geography curriculum for England, Finland and Sweden. We …
Geography, education and citizenship: Engaging with children’s rights in, and to, the city in London
Drawing on a small-scale study in London that investigated children’s rights in, and to, the city, this article considers the relationships between geography education and citizenship. We begin by examining children’s citizenship in cities, before exploring curricula constructions of citizenship in England. The research, which was co- created by a university-based geography educator and a school-based geography educator, involved 11–12 years olds…
Children’s rights in, and to, the city: Everyday life, education and empowerment in London and Glasgow
Between/within/across a landscape of practice: Teaching, learning, and the ScotGeese community
This paper describes a new community for Scottish geography, earth, and environmental sciences educators (i.e. the ScotGEESE community). It explores the formation of our community including our aims, distinguishing features, and influences through the metaphor of geese behaviour: hatching, honking, flocking, and flying. We identify tensions that have arisen including the visibility and access to our disciplines and the lack of communication betwe…
Geography Education Research in the World: Mapping Challenges and Opportunities Across Countries
Writing collaboratively as colleagues who have transitioned from teaching geography in high schools to becoming university-based academics researching and teaching geography education, this commentary offers insights into the challenges of, and opportunities for, geography education research (GER) across the countries in which we live and work: Australia, England, Germany, Singapore and the United States. Drawing on the themed intervention geogra…
Geography Education and Pedagogy (9 works) · Sociology (9 works) · Pedagogy (7 works) · Social science (7 works) · Educator Training and Historical Pedagogy (6 works) · Geography (6 works) · Political science (6 works) · Development geography (5 works) · Human geography (5 works) · Five themes of geography (4 works)