1. Gaining an international perspective on national curricula and standards in geography education. Graham Butt (with David Lambert) Oxford Brookes University IGU CGE UK Committee, 2014 Research Forum 11 October 2014

2. Introduction Geography is expressed in a wide variety of ways in schools in different national jurisdictions Issues arise through attempts to represent geography through the organisational structures of national curricula/standards Political, cultural, social and philosophical traditions important when analysing geography curricula Matters of social and educational policy ‘play out’ differently across different jurisdictions – comparisons are therefore difficult. Geographical knowledge is important to the education of young people, even though it may be expressed differently in different national settings.

3. Contents Overview of analysis of geography education in 7 national settings (Australia, England, Finland, New Zealand, Singapore, South Korea, USA) Not merely a description of geography teaching in national settings. To introduce and ‘build a case’ for the study of geography in schools (‘a set of robust and irresistible arguments’).

4. Key questions How is geography in your national school setting best characterised in terms of its disciplinary hinterland, or heritage? In what ways have contemporary trends or innovations in educational thought impacted on geography, and in particular how these are expressed or configured in the standards/curriculum? In what ways is geographical thought and knowledge valued, or undervalued, in schools in relation to contemporary issues of cultural, economic, environmental, political and/or social concern?

5. Suggested influences on geography education educational processes, including international concerns to express competences, transferable skills and generic ideas of ‘learning to learn’ social and cultural issues, including positioning of environmental concerns (incl. climate change), societal matters (incl. intercultural understanding), and the role of geography in supporting moral and spiritual education the discipline of geography, including the relationship between geography as a school subject and as a research discipline in HE

6. Previous surveys Gerber (2001)- global Rawling (2004) – different national jurisdictions, 14 short ‘national updates’ Lidstone and Williams (2006)- comparisons between different continents IGU-CGE Charter (1992) Difficulties of international overviews or individual national ‘snapshots’ – laudable, but often incomplete, difficult to compare, macro v. micro accounts. (Euro American sphere of influence – approaches to education, traditions of geographical study, disciplinary geography, writing/reading ‘steer’, etc)

7. Previous findings: geography’s uncertain place in the school curriculum, particularly at primary level. decline in the opportunities for high quality teacher education in geography, with a concomitant decline in the number of specialist teachers of geography problems arising from the growth of assessment and performance-led systems, often at the expense of curriculum development. the need to ensure geography is involved in technological developments (internet, multimedia, GIS) the need to address the public image of the subject, such that the public, students and policy makers recognised its potential as a school subject.

8. The contributions England (Lambert and Hopkin), ‘possibilist’ view, GNC 2014, ‘what shall we teach?’, GA Manifesto for Geography Education (2009), futures perspective, knowledge turn, local curriculum making. Finland (Tani), ‘success story’ (PISA data), elevation of geography warranted?, state funded comprehensive education, highly valued teacher education programmes, teachers trusted to develop own curricula, selective policy borrowing by others. Australia (Maude), common school curriculum (2008), core geography (2013); elevated status of geography, but some curriculum making issues. New Zealand (Morgan), ‘outsider’ view of history of geography curriculum making, social goals (inequalities, underachievement, human capital, global knowledge economy), need for curriculum renewal despite teacher autonomy in curriculum making. South Korea (Lee, Butt), national and social aims side-line geography, student numbers declined, competences introduced, subject content narrowly defined, but geography teacher movement to promote local curriculum making. Singapore (Chang), power groups in geography and the state who shape geography education, geography is an independent subject, strong partnership of academic geographers and geography educationists, too responsive to societal needs? USA (Bednarz, Heffron, Solem), National Geography Standards (revised 2012), federal and state system, geography part of social studies curriculum, Roadmap for 21 st Century Geography Education ‘ambitious and visionary’, future success linked to addressing issues of social, environmental and national interest?

9. The findings: Geography must contribute something significant to the education of young people, to engage and compete in the global knowledge economy. Knowledge of global ecological and environmental challenges Geography to provide dynamic, inspirational, relevant and powerful ways of visualizing the world. ‘Capabilities’ approach. National Curricula/standards require study of geography of one’s own country, national identity, cultural heritage. Influence of PISA/national comparisons. Increase in policy borrowing. Importance of curriculum making (and associated theoretical and content knowledge) – CPD requirements, role of academics. Importance of keeping GNC/standards within sensible parameters Recognition of effects of globalization (on economic, social, cultural, political geographies), spatial processes, global change.

10. Conclusion Geographical knowledge is a vital component of the education of young people across the globe, even though it may be expressed in different ways in different national settings.

11. References Butt, G and Lambert, D (2014) International perspectives on the future of geography education: an analysis of national curricula and standards. In International Research in Geographical and Environmental Education. Vol 23 (1) pp.1-12 Gerber, R (2001) The State of Geographical Education Around the World, International Research in Geographical and Environmental Education. Vol 10 (4) pp.349-362. Johnston, R (1979) Geography and Geographers: Anglo-American Human Geography since 1945. London: Edward Arnold. Lidstone, J and Williams, M (2006) Geographical Education in a changing world. Dordrecht: Springer Marsden, W. E. (1989) “‘All in a good cause’: geography, history and the politicization of the curriculum in nineteenth and twentieth century England”, Journal of Curriculum Studies 21 (6): 509-526 Marsden, W.E. (1997) ‘On Taking the Geography Out of Geographical Education’ Geography 82 (3): 241-252 Rawling, E (2004) Introduction: School geography around the world; in Kent, Rawling and Robinson (eds) (2004) Geographical education: expanding horizons in a shrinking world. Glasgow: SAGT with CGE. pp Young, M. And Muller, J. (2010) Three Educational Scenarios for the Future: lessons from the sociology of knowledge, European Journal of Education, 45, 1: 11-27