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Thesis

Geography teachers’ subject knowledge: an ethnographic study of three secondary school geography departments

Abstract:

This thesis explores geography teachers’ subject knowledge, contributing a detailed empirical study to the geography education research knowledge debate. School geography has been criticised for holding an out-dated, objectivist view of knowledge, which is widely attributed to its disconnection from academic geography.

Conceptualising school geography using Bernstein’s (2000) pedagogic device, this thesis applies a distinction between the ORF (official recontextualising field) and t...

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Division:
SSD
Department:
Education
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Author

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Supervisor
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Supervisor
Economic & Social Research Council More from this funder
Type of award:
DPhil
Level of award:
Doctoral
Awarding institution:
University of Oxford
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UUID:
uuid:e83f4822-c40b-4217-b6b2-02a85da52b2a
Deposit date:
2019-05-29

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