The recent round of curriculum reform in China has proposed the educational goal of developing key competencies. This study examined how key competencies are integrated into geography textbooks for middle schools through pre-designed activities. The results showed that the textbooks emphasized the regional awareness competency. The activities in…

This article examines Advanced Placement Human Geography (AP HG) in the context of its place in efforts to reform geography education. It presents a critical analysis of the AP program and its curriculum, asserting that it represents "powerful knowledge" as conceptualized by Young. It concludes with a call for research in AP HG aligned…

The development of culturally and social inclusive curricula is an important aspect of teaching geography. In countries such as Australia with a history of colonial oppression and dispossession the need to acknowledge Indigenous history and peoples in teaching is vital. This paper reports on the lessons learned from being part of the Indigenous…

By extracting information from various original materials and using geography departments, curricula, and faculty as indicators, this paper contributes to the discussion of the development of geography in higher education in China from 1904 to 1949. Four mutual connections are outlined. First, the development of geography in higher education is…

In the context of continuing pressures from managerialist and neoliberal drivers of university reform in Australia, Macquarie University's recent undergraduate curriculum innovation, based on "People," "Planet," and "Participation," has resulted in the embedding and integration of experiential learning in its…

This article critically examines the recommendations of two major Indian education reports--NCFSE 2000 and NCF 2005--prepared by the National Council of Educational Research and Training in India. The NCFSE 2000 has recommended an integrated teaching of geography as one component of the social studies. The NCF 2005 has reverted to the pre-NCFSE…

Learning is a developmental journey, and geography curriculum plays a key role in supporting student progression. In this article, we argue that the concept of "self-authorship" is a useful guiding principle in supporting curriculum revision and reform. A series of international case studies illustrate how self-authorship can be enacted…

We take a fresh look at geography curricula and their appropriateness to the demands of the 21st century. We reflect on the purpose, content and relevance of undergraduate geography curricula in an age of "supercomplexity". Geography curricula, by their nature, are varied and multiple, with different countries often privileging different…

Rather than assuming New Zealand's educational sectors and institutions will be active and effective contributors to the United Nations Decade of Education for Sustainable Development (UNDESD) the authors ask instead: "Are New Zealand's school and university sectors actually in a position to respond programmatically to the UN…

Looks at problems in United States geographical education in the early nineteenth century as perceived by reformers of that period. Focuses on who the reformers were, what changes they advocated, and problems encountered by the reform movement. (Author/AEM)

Notes that the National Geographic Society (NGS) has produced curriculum materials since 1972 and that its current catalog contains over 635 multimedia products for the K-12 curriculum. This article details the range of recent NGS activities which are designed to improve the teaching of geography at all grade levels. (JDH)

Compares formal education to a cart with the following focus wheels: preservice training, in-service training, curricular position, and teaching materials. Claims that productive and innovative effort in one area often is stifled by focusing on the lack of effort in other areas. (MJP)

Compares "old" geography curriculum with "new" geography curriculum proposed by National Geographic Society and based on five geographic themes. Examines new course as both geography course and as subject in the general education curriculum. Noting the marginal value and limitations of the new geography, recommends that the…

Maintains that the content, skills, and perspectives specified for preservice teacher education in the National Geography Standards are essential for dissemination of the Standards to classrooms across the nation. Presents a model curriculum based on this approach. (CFR)

Discusses a model program at the University of Northern Colorado for preparing secondary geography teachers. Asserts that the program's key feature is the presence of an outstanding secondary teacher in residence throughout the year who team-teaches the geography teaching methods course. (CFR)