Steve Puttick
Dados Biográficos
| ID | 6155683 |
|---|---|
| NOME | Steve Puttick |
| PRENOMES | Steve |
| SOBRENOME | Puttick |
| ASSINATURA | PUTTICK S |
| AFILIAÇÕES | University of Oxford |
| ORCID | 0000-0003-4939-8323 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 22 |
| TOTAL DE CITAÇÕES | 13 |
| TOTAL COMO AUTOR | 22 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2015 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Education and training for the climate
At the time of writing, the Natural History Museum in London is displaying an exhibition titled Fixing Our Broken Planet (see Figure 1): Figure 1. Fixing our Broken Planet, Natural History Museum
Rethinking education and training for the climate
Education and training (E&T) for the climate is gaining prominence in educational discourse. However, there is a danger that approaches focus on individual responsibility and changing the behaviours of learners rather than critically understanding and changing the system-level drivers of the climate crisis. Picking up litter is much more likely to be discussed than extractive economics. Therefore, we argue that the purpose of E&T for the climate …
Exploring Galápagos children’s place attachment, local ecological knowledge, and pro-environmental behaviour
Many models describing the choice and engagement with Pro-Environmental Behaviour (PEB) lean heavily on Local Ecological Knowledge (LEK) and Place Attachment (PA) as essential components and are designed for adults. The few child-based models often overlook other key components. This study learns from 9 to 10 year-old children living in the Galápagos Islands, Ecuador, that there is place- and age-based uniqueness of LEK, PA, and PEB, and also tha…
Knowing education in Thailand like a global expert organisation
Global expert organisations play increasingly significant roles in the way that education is understood and governed internationally, including by influencing the discourses through which education is conceptualised and shaping norms of what counts as success, failure, progress and the most desirable visions for the future. By constructing understandings of education in multiple countries globally over extended periods of time, often through larg…
Examification
This article introduces examification, a new concept for understanding the far-reaching impacts of examinations on education. Examinations have long been integral to education systems, serving as markers of achievement and instruments of accountability. This article introduces examification as a new conceptual framework for analysing the wide-ranging and interconnected ways in which examinations shape curricula, pedagogy, temporal structures, emo…
Geographical education III
This third progress report critically examines the shifting role of climate change in geographical education: from a peripheral concern to an urgent and defining priority. Climate change now occupies substantial space across research, practice and curriculum, however, this transformation unfolds amid ongoing ‘lag’ between public discourse, research evidence, and curriculum development. Highlighting tensions across urgency and complexity, global a…
Critical and sustainable geography education
We are delighted to open this issue of Geography with the Editorial Collective’s nominees for this year’s GA Award for Excellence in Leading Geography: three quite different articles spanning multi
Knowledge and (un)certainty in climate change education in India
This paper explores teachers' conceptions of climate change knowledge, contributing to the growing body of work on the geographies of climate change. The paper focuses on the data generated through in‐depth semi‐structured interviews with a sample of 48 teachers in India to address the research question: What discourses about climate change knowledge are being constructed by teachers in India? We argue that teachers' lesson planning and searches …
Gesturing towards decolonial teaching praxis and unlearning colonial methods
In this article, we reflect on our experiences teaching and learning in a digital course for PhD students, Oxford-UNISA Decolonising Research Methodologies. The aim of the course was to ‘gesture’ beyond the coloniality of knowledge by thinking ‘otherwise’ about research methodologies. As a decolonial teaching praxis, gesturing embraces experimentation, humility and becoming as we pursue decolonial being/thinking and seek/create coexistence, well-…
Geographical education II
This report critically reviews developments in geographical education through the themes of anti-racism and decoloniality, reflecting on the silences around these issues across previous progress reports and arguing that the present moment might be understood in terms of a decolonial turn. Publication trends and increasing attention associated with the turn are unevenly distributed, contested and attenuated by structural issues surrounding the rec…
Expansive geographical knowledges
Resilient lagoons? Climate change, sustainability and adaptation
Lagoons are found at low-lying coastlines around the globe (Figure 1) and their associated wetlands are important dynamic environments. Ensuring the sustainability of the world’s lagoons is vital f
Geographical education I
Complex global challenges, rapid shifts in the mediation and distribution of information, rising inequalities and a toxic milieu of low-quality public reasoning make geography education more important than ever. This first progress report explores the nexus of geography education research, geography education practice and scholarship and the geographies of education. Conceptualising the fields through expansive understandings positions this repor…
Resilience, science, technology, engineering, and mathematics (STEM), and anger
AIM: To examine resilience in Science, Technology, Engineering, and Mathematics (STEM) learning within an ecological model, identifying the psychological processes associated with resilient, and non-resilient learning to develop a framework for promoting STEM resilience. SAMPLE AND METHOD: From a sample of secondary-school students (n = 4,936), 1,577 students who found their STEM lesson difficult were identified. Students were assessed on three r…
Constructing ‘good teaching’ through written lesson observation feedback
This paper explores the ways in which ‘good teaching’ is constructed through mentors’ written lesson observation feedback during Initial Teacher Education (ITE). Written lesson observation feedback has received little research attention, yet represents a potentially powerful activity for teachers’ development. It is also an important aspect of direct university-school-beginning teacher collaboration which is common across diverse programmes and I…
Identifying the psychological processes used by male and female students when learning about science technology engineering and mathematics
Learning in Science, Technology, Engineering, and Mathematics (STEM) is challenging, leaving many students to give up on these subjects. Specifically, females are underrepresented in STEM industries. Identifying how male and female students deal with STEM learning challenges, and how this relates to learning outcomes, may inform teaching that best supports the preferences of individual students. This study asked secondary school students, who had…
Towards the Nature of Geography for geography education
This paper offers an exploratory account of the Nature of Geography (NOG) for geography education. The proposed NOG framework describes geography through the theoretical offerings of the family resemblance approach across the dimensions of: aims and values; knowledge; methods and methodological rules; practices; and geography as a social-institutional system. In science education, the recontextualized family resemblance approach has stimulated fr…
Geography amid Covid-19 — inequality, decent work, and curriculum
"Geography amid COVID-19 — inequality, decent work, and curriculum." Geography, 105(2), pp. 58–59
Confronting the deafening silence on race in geography education in England
School geography in England has been largely silent on issues around race, which stands in contrast to important strands of thought in the discipline. In this intervention, we explore two influential approaches in education – cultural literacy and powerful knowledge – to argue that we urgently need to address the silence on race by making substantive anti-racist changes in the curriculum. Within cultural literacy, we argue that anti-racist geogra…
Liminal spaces constructed by primary schools in predominantly white working-class areas in England
Despite successive policy interventions, students’ socio-economic status continues to strongly predict educational outcomes. Many schools aspire to ‘close’ this ‘gap’. This paper presents an ethnographic study of a group of Primary schools in predominantly white working-class areas in the Midlands of England. Generating ethnographic data through time-recurrent, multi-sited fieldwork including observation, informal conversations, semi-structured i…
Student teachers’ positionalities as knowers in school subject departments
Student teachers in England, mainly on one‐year courses, spend the majority of their time in schools. Secondary schools are primarily organised around subject departments, and these subgroups within schools have been shown to be significant for student outcomes and teachers’ experiences. However, research on school subject departments themselves is relatively limited, and developing better understandings of school subject departments is important…
Performativity, guilty knowledge, and ethnographic intervention
This paper applies Dennis’ [(2009 Dennis, B. 2009. “What Does It Mean When an Ethnographer Intervenes?” Ethnography and Education 4 (2): 131–146. doi: 10.1080/17457820902972762[Taylor & Francis Online] , [Google Scholar]). “What does it Mean when an Ethnographer Intervenes?” Ethnography and Education 4 (2): 131–146] modes of ethnographic intervention to a fieldwork experience of an observed secondary school lesson in England. Ethnographic researc…
Geographical education I
Complex global challenges, rapid shifts in the mediation and distribution of information, rising inequalities and a toxic milieu of low-quality public reasoning make geography education more important than ever. This first progress report explores the nexus of geography education research, geography education practice and scholarship and the geographies of education. Conceptualising the fields through expansive understandings positions this repor…
Knowledge and (un)certainty in climate change education in India
This paper explores teachers' conceptions of climate change knowledge, contributing to the growing body of work on the geographies of climate change. The paper focuses on the data generated through in‐depth semi‐structured interviews with a sample of 48 teachers in India to address the research question: What discourses about climate change knowledge are being constructed by teachers in India? We argue that teachers' lesson planning and searches …
Towards the Nature of Geography for geography education
This paper offers an exploratory account of the Nature of Geography (NOG) for geography education. The proposed NOG framework describes geography through the theoretical offerings of the family resemblance approach across the dimensions of: aims and values; knowledge; methods and methodological rules; practices; and geography as a social-institutional system. In science education, the recontextualized family resemblance approach has stimulated fr…
Performativity, guilty knowledge, and ethnographic intervention
This paper applies Dennis’ [(2009 Dennis, B. 2009. “What Does It Mean When an Ethnographer Intervenes?” Ethnography and Education 4 (2): 131–146. doi: 10.1080/17457820902972762[Taylor & Francis Online] , [Google Scholar]). “What does it Mean when an Ethnographer Intervenes?” Ethnography and Education 4 (2): 131–146] modes of ethnographic intervention to a fieldwork experience of an observed secondary school lesson in England. Ethnographic researc…
Geographical education II
This report critically reviews developments in geographical education through the themes of anti-racism and decoloniality, reflecting on the silences around these issues across previous progress reports and arguing that the present moment might be understood in terms of a decolonial turn. Publication trends and increasing attention associated with the turn are unevenly distributed, contested and attenuated by structural issues surrounding the rec…
Liminal spaces constructed by primary schools in predominantly white working-class areas in England
Despite successive policy interventions, students’ socio-economic status continues to strongly predict educational outcomes. Many schools aspire to ‘close’ this ‘gap’. This paper presents an ethnographic study of a group of Primary schools in predominantly white working-class areas in the Midlands of England. Generating ethnographic data through time-recurrent, multi-sited fieldwork including observation, informal conversations, semi-structured i…
Performativity, guilty knowledge, and ethnographic intervention
This paper applies Dennis’ [(2009 Dennis, B. 2009. “What Does It Mean When an Ethnographer Intervenes?” Ethnography and Education 4 (2): 131–146. doi: 10.1080/17457820902972762[Taylor & Francis Online] , [Google Scholar]). “What does it Mean when an Ethnographer Intervenes?” Ethnography and Education 4 (2): 131–146] modes of ethnographic intervention to a fieldwork experience of an observed secondary school lesson in England. Ethnographic researc…
Student teachers’ positionalities as knowers in school subject departments
Student teachers in England, mainly on one‐year courses, spend the majority of their time in schools. Secondary schools are primarily organised around subject departments, and these subgroups within schools have been shown to be significant for student outcomes and teachers’ experiences. However, research on school subject departments themselves is relatively limited, and developing better understandings of school subject departments is important…
Liminal spaces constructed by primary schools in predominantly white working-class areas in England
Despite successive policy interventions, students’ socio-economic status continues to strongly predict educational outcomes. Many schools aspire to ‘close’ this ‘gap’. This paper presents an ethnographic study of a group of Primary schools in predominantly white working-class areas in the Midlands of England. Generating ethnographic data through time-recurrent, multi-sited fieldwork including observation, informal conversations, semi-structured i…
Geography amid Covid-19 — inequality, decent work, and curriculum
"Geography amid COVID-19 — inequality, decent work, and curriculum." Geography, 105(2), pp. 58–59
Confronting the deafening silence on race in geography education in England
School geography in England has been largely silent on issues around race, which stands in contrast to important strands of thought in the discipline. In this intervention, we explore two influential approaches in education – cultural literacy and powerful knowledge – to argue that we urgently need to address the silence on race by making substantive anti-racist changes in the curriculum. Within cultural literacy, we argue that anti-racist geogra…
Constructing ‘good teaching’ through written lesson observation feedback
This paper explores the ways in which ‘good teaching’ is constructed through mentors’ written lesson observation feedback during Initial Teacher Education (ITE). Written lesson observation feedback has received little research attention, yet represents a potentially powerful activity for teachers’ development. It is also an important aspect of direct university-school-beginning teacher collaboration which is common across diverse programmes and I…
Identifying the psychological processes used by male and female students when learning about science technology engineering and mathematics
Learning in Science, Technology, Engineering, and Mathematics (STEM) is challenging, leaving many students to give up on these subjects. Specifically, females are underrepresented in STEM industries. Identifying how male and female students deal with STEM learning challenges, and how this relates to learning outcomes, may inform teaching that best supports the preferences of individual students. This study asked secondary school students, who had…
Towards the Nature of Geography for geography education
This paper offers an exploratory account of the Nature of Geography (NOG) for geography education. The proposed NOG framework describes geography through the theoretical offerings of the family resemblance approach across the dimensions of: aims and values; knowledge; methods and methodological rules; practices; and geography as a social-institutional system. In science education, the recontextualized family resemblance approach has stimulated fr…
Expansive geographical knowledges
Resilient lagoons? Climate change, sustainability and adaptation
Lagoons are found at low-lying coastlines around the globe (Figure 1) and their associated wetlands are important dynamic environments. Ensuring the sustainability of the world’s lagoons is vital f
Geographical education I
Complex global challenges, rapid shifts in the mediation and distribution of information, rising inequalities and a toxic milieu of low-quality public reasoning make geography education more important than ever. This first progress report explores the nexus of geography education research, geography education practice and scholarship and the geographies of education. Conceptualising the fields through expansive understandings positions this repor…
Resilience, science, technology, engineering, and mathematics (STEM), and anger
AIM: To examine resilience in Science, Technology, Engineering, and Mathematics (STEM) learning within an ecological model, identifying the psychological processes associated with resilient, and non-resilient learning to develop a framework for promoting STEM resilience. SAMPLE AND METHOD: From a sample of secondary-school students (n = 4,936), 1,577 students who found their STEM lesson difficult were identified. Students were assessed on three r…
Gesturing towards decolonial teaching praxis and unlearning colonial methods
In this article, we reflect on our experiences teaching and learning in a digital course for PhD students, Oxford-UNISA Decolonising Research Methodologies. The aim of the course was to ‘gesture’ beyond the coloniality of knowledge by thinking ‘otherwise’ about research methodologies. As a decolonial teaching praxis, gesturing embraces experimentation, humility and becoming as we pursue decolonial being/thinking and seek/create coexistence, well-…
Geographical education II
This report critically reviews developments in geographical education through the themes of anti-racism and decoloniality, reflecting on the silences around these issues across previous progress reports and arguing that the present moment might be understood in terms of a decolonial turn. Publication trends and increasing attention associated with the turn are unevenly distributed, contested and attenuated by structural issues surrounding the rec…
Critical and sustainable geography education
We are delighted to open this issue of Geography with the Editorial Collective’s nominees for this year’s GA Award for Excellence in Leading Geography: three quite different articles spanning multi
Knowledge and (un)certainty in climate change education in India
This paper explores teachers' conceptions of climate change knowledge, contributing to the growing body of work on the geographies of climate change. The paper focuses on the data generated through in‐depth semi‐structured interviews with a sample of 48 teachers in India to address the research question: What discourses about climate change knowledge are being constructed by teachers in India? We argue that teachers' lesson planning and searches …
Examification
This article introduces examification, a new concept for understanding the far-reaching impacts of examinations on education. Examinations have long been integral to education systems, serving as markers of achievement and instruments of accountability. This article introduces examification as a new conceptual framework for analysing the wide-ranging and interconnected ways in which examinations shape curricula, pedagogy, temporal structures, emo…
Geographical education III
This third progress report critically examines the shifting role of climate change in geographical education: from a peripheral concern to an urgent and defining priority. Climate change now occupies substantial space across research, practice and curriculum, however, this transformation unfolds amid ongoing ‘lag’ between public discourse, research evidence, and curriculum development. Highlighting tensions across urgency and complexity, global a…
Education and training for the climate
At the time of writing, the Natural History Museum in London is displaying an exhibition titled Fixing Our Broken Planet (see Figure 1): Figure 1. Fixing our Broken Planet, Natural History Museum
Rethinking education and training for the climate
Education and training (E&T) for the climate is gaining prominence in educational discourse. However, there is a danger that approaches focus on individual responsibility and changing the behaviours of learners rather than critically understanding and changing the system-level drivers of the climate crisis. Picking up litter is much more likely to be discussed than extractive economics. Therefore, we argue that the purpose of E&T for the climate …
Exploring Galápagos children’s place attachment, local ecological knowledge, and pro-environmental behaviour
Many models describing the choice and engagement with Pro-Environmental Behaviour (PEB) lean heavily on Local Ecological Knowledge (LEK) and Place Attachment (PA) as essential components and are designed for adults. The few child-based models often overlook other key components. This study learns from 9 to 10 year-old children living in the Galápagos Islands, Ecuador, that there is place- and age-based uniqueness of LEK, PA, and PEB, and also tha…
Knowing education in Thailand like a global expert organisation
Global expert organisations play increasingly significant roles in the way that education is understood and governed internationally, including by influencing the discourses through which education is conceptualised and shaping norms of what counts as success, failure, progress and the most desirable visions for the future. By constructing understandings of education in multiple countries globally over extended periods of time, often through larg…
Sociology (12 obras) · Geography Education and Pedagogy (10 obras) · Pedagogy (8 obras) · Political science (8 obras) · Psychology (7 obras) · Geography (6 obras) · Computer Science (5 obras) · Educator Training and Historical Pedagogy (5 obras) · Epistemology (5 obras) · Mathematics education (5 obras)