1. How useful is the concept of geocapability for geography teachers?
Richard Bustin, Head of Geography, City of London Freemen’s School
Doctoral student, UCL IOE
Image: Globe 2 by Daisy.r available through Flicr creative commons

2. What is the value of subject knowledge (in an information rich world)?
BIG QUESTIONS!
What is the value of subject knowledge (in an information rich world)?
Why do we insist on teaching SUBJECTS?
What is education for?
What role does geographical knowledge play in preparing young people for life in the 21st Century?
Changing role for school geography:
Combined into humanities
Taught by non specialists
Declining numbers sitting exams
Ofsted rated ‘boring and irrelevant’ (2008 and 2011)
Vehicle for social causes, e.g environmentalism: Furedi (2007) “everyone with a fashionable cause wants a piece of the curriculum”.
“without a substantial geographical component, it is possible to argue that young people will be restricted in their capacity to make sense of the complex, unequal, fast changing and often dangerous world in which they live” (Lambert 2008).
Butt (2008) warns “the study of what we might still call ‘geographical issues’ will certainly continue in schools, colleges and universities – for understanding about such issues is important to any young person who wishes to become an autonomous, responsible and enlightened ‘global citizen’. Unfortunately, these issues are no longer recognised as being fundamentally ‘geographical’ – if current trends continue it is possible that they will not be taught by geographers in future” (p.164).

3. THE GEOGRAPHY CURRICULUM: 3 Futures heuristic (Young 2008)
‘Core’ knowledge to be learnt and tested.
A body of academic knowledge exists and a teacher’s role is to pass this on to the next generation. (based on E.D Hirsh “What every American needs to know”)
Subject structure key.
Grammar school tradition. Learning lists of capital cities…
Michael Gove’s ‘knowledge turn’?
FUTURE 3: an alternative?
Subjects at heart of a curriculum.
Aim is to enable children to learn powerful knowledge. F3 curriculum is child centred, but knowledge based.
A subject has POWERFUL KNOWLEDGE:
- Created, argued over and considered within academic disciplines according to the norms and values of that discipline,
- It represents the ‘best’ knowledge available in that subject but it is not a given; it can be usurped by ‘better’ knowledge, can be open to constant reworking and debate by disciplinary specialists.
- It is not ‘everyday’ knowledge but requires deep thought and sustained engagement.
Subject specialist teachers is key to engagement with powerful knowledge.
FUTURE 2:
Skills based, and child centred, to “equip each child to lead a life that is personally flourishing” (Reiss and White 2008, Aims based curriculum). Focus on PEDAGOGY- ‘pedagogic adventure?’
‘Learnification’ of the curriculum.
No need for rigidity of subjects. Topics?
e.g. RSA Academy, Tipton
In what ways is geography a powerful knowledge? What might the PK of geography look like?

4. An expression of the PK of geography?!
THE CAPABILITY APPROACH: A framework for an F3 curriculum?
COMMODITY/ STRUCTURAL FEATURES
CAPABILITY (SET)
FUNCTIONING
Welfare economics: Sen (1980), Nussbaum (2000)
Wellbeing capability Nussbaum (2000)
Life.
Bodily Health.
Bodily Integrity.
Senses, Imagination, and Thought.
Emotions. 
Practical Reason. 
Affiliation.
Other Species. 
Humanities capability (Hinchcliffe 2006)
Critical Examination and Judgement
Narrative imagination
Recognition/concern for others (citizenship in a globalised world)
Reflective learning (ability to articulate and revise personal aims)
Practical judgement (in relatively complex situations)
Take responsibility for others
Educational capability (Terzi 2005)
Literacy.
Numeracy.
Sociality and participation.
Learning dispositions.
Physical activities.
Science and technology.
Practical reason.
Geography capability (Lambert 2011)
Overall, it can be argued, a capability perspective on geography in education evokes a subject that can contribute to young people’s:
Deep descriptive ‘world knowledge’
Theoretically informed relational understanding of people and places in the world
Propensity and disposition to think about alternative social, economic and environmental futures.
An expression of the PK of geography?!

5. My research:
How useful is geocapability as a framework for a Future 3 geography curriculum?
1. How do the ‘structural features’ of education promote curriculum making in geography?
2. How can capabilities develop student agency?
3. What contribution does geographical knowledge make in the development of capability?
Methodology:
Empirical base to conceptual discussion; new knowledge informs my understanding.
2 schools: 16 semi structured interviews (teachers, school leaders, parents, governors, pupil groups).
Content analysis- coding and reduction to 5 themes.
Teacher workshop- narrative creation.
5 themes:
Aims of Education
Structural Features of curriculum
Power and control of education
Subject disciplines and the curriculum
School geographical knowledge

6. Geocapability framework
Deep descriptive ‘world knowledge’
Theoretically informed relational understanding of people and places in the world
Propensity and disposition to think about alternative social, economic and environmental futures.