Geography Of The Voice

Compilation of presidential addresses of the first to twenty third Indian Geography Congress.

This book brings together recent papers which make important contributions to understanding and developing primary geography. It considers primary teachers’ and trainee teachers’ knowledge of geography; how the primary curriculum uses geography; teachers’ planning of geography teaching; the way in which aspects of geography are taught; what high quality geography might look like; and children’s geographical understanding and voices. Though geography curricula change quite often in countries around the world, the core matters noted above remain of constant and vital importance. The papers in this book either concern research with primary teachers and children, or consider key concerns in primary geography, providing important perspectives for thinking about future developments in geography teaching and curriculum initiatives in primary schools. This is a stimulating and enticing collection written by leading exponents of, and experts in, primary geography education. This book was originally published as a special issue of Education 3-13.

Debates in Geography Education encourages early career teachers, experienced teachers and teacher educators to engage with and reflect on key issues, concepts and debates. It aims to enable readers to reach their own informed judgements with deeper theoretical knowledge and understanding. The second edition is fully updated in light of the latest research, policy and practice in the field, as well as key changes to the curriculum and examination specifications. Expert contributors provide a range of perspectives on international, historical and policy contexts in order to deepen our understanding of significant debates in geography education. Key debates include: geography's identity as an academic discipline; what constitutes knowledge in geography; places and regional geography; what it means to think geographically; constructing the curriculum; how we link assessment to making progress in geography; the contribution of fieldwork and outdoor experiences; technology and the use of Geographical Information; school geography and employability; understanding the gap between school and university geography; evidence-based practice and research in geography education. The comprehensive, rigorous coverage of these key issues, together with carefully annotated selected further reading, will help support and shape further research and writing. Debates in Geography Education is a key resource that is essential reading for all teachers and researches who wish to extend their grasp of the place of geography in education. Mark Jones is Senior Lecturer in Education at the University of the West of England, Bristol, UK David Lambert is Professor of Geography Education at UCL Institute of Education, London, UK

With clear, critical, and constructive surveys of key terms by leading researchers in the field, The Dictionary of Human Geography, fifth edition, remains the definitive guide to the concepts and debates in human geography. Comprehensively revised new edition of a highly successful text with over 300 key terms appearing for the first time Situates Human Geography within the humanities, social sciences and sciences as a whole Written by leading experts in the field Major entries not only describe the development of concepts, contributions and debates in Human Geography but also advance them Features a new consolidated bibliography along with a detailed index and systematic cross-referencing of headwords

First published in 1989. Routledge is an imprint of Taylor & Francis, an informa company.

Despite the fact that the vast majority of the earth’s surface is made up of oceans, there has been surprisingly little work by geographers which critically examines the ocean-space and our knowledge and perceptions of it. This book employs a broad conceptual and methodological framework to analyse specific events that have contributed to the production of geographical knowledge about the ocean. These include, but are not limited to, Christopher Columbus’ first transatlantic journey, the mapping of nonexistent islands, the establishment of transoceanic trade routes, the discovery of largescale water movements, the HMS Challenger expedition, the search for the elusive Terra Australis Incognita, the formulation of the theory of continental drift and the mapping of the seabed. Using a combination of original, empirical (archival, material and cartographic), and theoretical sources, this book uniquely brings together fascinating narratives throughout history to produce a representation and mapping of geographical oceanic knowledge. It questions how we know what we know about the oceans and how this knowledge is represented and mapped. The book then uses this representation and mapping as a way to coherently trace the evolution of oceanic spatial awareness. In recent years, particularly in historical geography, discovering and knowing the ocean-space has been a completely separate enterprise from discovering and colonising the lands beyond it. There has been such focus on studying colonised lands, yet the oceans between them have been neglected. This book gives the geographical ocean a voice to be acknowledged as a space where history, geography and indeed historical geography took place.