Journal article
Navigating personal and disciplinary frontiers: engaging with undergraduate geography students' reflections on their geographical education
- Abstract:
- In this article, we engage with undergraduate geography students’ reflections on their geography education. We begin by examining the position of geography within education across the British Isles. Following this, we critically consider how geography education is shaped by “the gap” between school and university geography and geographies of education, before reporting on the findings from a survey of 333 undergraduate students studying geography across the British Isles conducted in late 2020. We examine the complex question of who is studying geography at undergraduate level, students’ journeys through their geography degree, and their experiences of personal and disciplinary frontiers in education. We conclude by arguing the importance of educators engaging with students’ “everyday” geographies, and for further research into progress across education phases in geography to co-construct a rich and rounded geographic education.
- Publication status:
- Published
- Peer review status:
- Peer reviewed
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- Files:
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(Preview, Version of record, pdf, 3.5MB, Terms of use)
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- Publisher copy:
- 10.1080/03098265.2024.2403078
Authors
- Publisher:
- Taylor and Francis
- Journal:
- Journal of Geography in Higher Education More from this journal
- Volume:
- 49
- Issue:
- 2
- Pages:
- 203-226
- Publication date:
- 2024-10-04
- Acceptance date:
- 2024-06-27
- DOI:
- EISSN:
-
1466-1845
- ISSN:
-
0309-8265
- Language:
-
English
- Keywords:
- Pubs id:
-
2010867
- Local pid:
-
pubs:2010867
- Deposit date:
-
2024-06-29
Terms of use
- Copyright holder:
- Healy and Hammond
- Copyright date:
- 2024
- Rights statement:
- © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properlycited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) orwith their consent.
- Notes:
- For the purpose of Open Access, the author has applied a CC BY public copyright licence to any Author Accepted Manuscript (AAM) version arising from this submission.
- Licence:
- CC Attribution (CC BY)
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