Based on the growing body of research and vivid scientific discourse, the Anthropocene is slowly making its way into the curricula of geography programs across the world. Unlike academic geography, the school subject seems to be more reluctant when it comes to the Anthropocene’s implicit implementation. Using content analysis, this article explores how geography curricula or compound subjects containing geography for lower secondary education in fifty countries represented the Anthropocene. The results showed that most curricula detached the Anthropocene from geological time and focused, in a disconnected manner, on three of its descriptors, namely, population growth, industrialization, and globalization. Greenhouse gases played a subordinate role. Also, most curricula operated at the national or global scale, leaving little room to navigate processes on several scales. The results also revealed few differences between curricula prescribing geography as an independent subject or as part of compound subjects, such as social studies or social sciences.

基于不断发展的研究和生动的科学话语，人类始新世正在逐步进入世界各地的地理计划课程。与学术地理不同，学校学科似乎对人类世界的隐性实施不愿。通过内容分析，本文探讨了五十个国家的初中教育地理课程或包含地理的复合学科如何代表人类世。结果表明，大多数课程将人类世从地质时代中分离出来，并以一种不连贯的方式集中于人类的三个描述符，即人口增长，工业化和全球化。温室气体起着次要作用。此外，大多数课程都在国家或全球范围内开展，几乎没有余地来浏览多个规模的流程。结果还显示，在地理课程中，作为一门独立学科或作为复合学科的一部分（例如社会研究或社会科学）的地理课程之间几乎没有差异。