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The advent of global changes has had a profound impact on education systems worldwide, manifesting in the introduction of competency-based approaches, education for sustainable development, ICTE, and numerous others. A number of these changes have been driven by major international institutions, including UNESCO and donor agencies (IMF and World Bank). Other changes are linked to societal developments. The teaching of geography has been affected by these changes, as well as by a growing disconnect between scientific geography and geography education. The extent of this rupture varies from country to country. In light of these developments, the community of geographers has reiterated the importance and legitimacy of geographical education, particularly in the aftermath of the seminal work by Young and Muller (2010), who delineated three prospective trajectories for the discipline’s future in secondary education. In the first of these (Future 1), geography teaching remains encyclopedic, with knowledge taught being disconnected from the world and regarded as having an end in itself. The second scenario (Future 2) involves the prioritization of developing transversal skills within the context of geography education, albeit divorced from the epistemology of reference. The third scenario (Future 3) is characterized by teaching that is firmly grounded in a robust epistemological foundation, aligning with students’ experiences and aimed at facilitating their comprehension of the world. The Geocapability theory has been developed to achieve this future (Solem et al., 2013). It is one of the answers to the necessity of renewing the geography curriculum, developing teaching practices, and improving student learning and teacher education. This theory has provided a foundational framework for a substantial volume of past and current research in geography education (Béneker et al., 2024; Biddulph et al., 2020; Bladh, 2020; Bustin, 2017; Fargher, 2018; He et al., 2024; KARABATAK, 2024; Mitchell, 2022; Mitchell et al., 2022; Sugiyanto et al., 2024; Uhlenwinkel et al., 2017) and serves as references for some of the chapters in this book.

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Introduction Reimagining Curriculum: Geography’s Response to Evolving Challenges

  • 章节

  • 发表日期：

    2025年

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  • Magali Hardouin,
  • Caroline Leininger-Frézal

摘要

The advent of global changes has had a profound impact on education systems worldwide, manifesting in the introduction of competency-based approaches, education for sustainable development, ICTE, and numerous others. A number of these changes have been driven by major international institutions, including UNESCO and donor agencies (IMF and World Bank). Other changes are linked to societal developments. The teaching of geography has been affected by these changes, as well as by a growing disconnect between scientific geography and geography education. The extent of this rupture varies from country to country. In light of these developments, the community of geographers has reiterated the importance and legitimacy of geographical education, particularly in the aftermath of the seminal work by Young and Muller (2010), who delineated three prospective trajectories for the discipline’s future in secondary education. In the first of these (Future 1), geography teaching remains encyclopedic, with knowledge taught being disconnected from the world and regarded as having an end in itself. The second scenario (Future 2) involves the prioritization of developing transversal skills within the context of geography education, albeit divorced from the epistemology of reference. The third scenario (Future 3) is characterized by teaching that is firmly grounded in a robust epistemological foundation, aligning with students’ experiences and aimed at facilitating their comprehension of the world. The Geocapability theory has been developed to achieve this future (Solem et al., 2013). It is one of the answers to the necessity of renewing the geography curriculum, developing teaching practices, and improving student learning and teacher education. This theory has provided a foundational framework for a substantial volume of past and current research in geography education (Béneker et al., 2024; Biddulph et al., 2020; Bladh, 2020; Bustin, 2017; Fargher, 2018; He et al., 2024; KARABATAK, 2024; Mitchell, 2022; Mitchell et al., 2022; Sugiyanto et al., 2024; Uhlenwinkel et al., 2017) and serves as references for some of the chapters in this book.