Doing Justice to Geography in the Secondary School

Deconstruction, Invention and the National Curriculum

Bibliographic Data

ID8404575
AuthorsChristine Winter (0000-0001-7917-7615, University of Sheffield, corresponding author)
Year2006
Volume54
Issue2
Pages212-229
Publication date2006-06-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueBritish Journal of Educational Studies (JOURNAL)
Journal identifiersISSN: 0007-1005 • E-ISSN: 1467-8527
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1111/j.1467-8527.2006.00343.x
OpenAlexW2076528613
LanguageEN
Citations received3
References cited18

The subject of geography is declining in popularity at secondary school level and recent developments following the ‘cultural turn’ in Higher Education have had little impact in revitalising it. In this paper I explore the question: is there a problem with the school geography curriculum policy? After briefly sketching the history of the Geography National Curriculum policy (GNC), I focus on Caputo's (1997) commentary on Derrida and the idea of deconstruction and invention to explore the contemporary GNC policy text (1999) programme of study at Key Stage 3

Curriculum · Deconstruction (building) · Economic Justice · National curriculum · Pedagogy · Political science · Popularity · Social science · Sociology · Subject (documents) · Engineering · Geography and Education Methods · Geography Education and Pedagogy · Historical Geography and Geographical Thought · Law

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