ABSTRACT

This article draws on the author’s doctoral research to examine the relationships between children’s geographies in different spaces of geographical thought in England – geography in and of everyday life, geography as an academic discipline and geography as a school subject. It begins by setting out how children’s geographies have largely been omitted from school geography due to complex reasons including the impact of governmental policy on teaching and teacher education, and the public accountability of schools. Drawing on a case study of five young people’s narratives about London, the article then examines their perspectives on education – highlighting that the young people view both London, and the education system, as a space of opportunity and hope, but also of inequality and injustice. The article concludes by arguing that through drawing on the ideas and methodologies of children’s geographies as a subdiscipline, and recognising and exploring the geographies of those who are taught, school geography can be enhanced by making teachers more informed about the children they teach and providing children with opportunities to examine (their own) geographies through engaging with disciplinary thought.

摘要

本文借鉴作者的博士研究成果，考察英国不同地理思维空间中儿童地理之间的关系——日常生活中的地理学、作为学科的地理学和作为学校学科的地理学。它首先阐述了由于复杂的原因，包括政府政策对教学和教师教育的影响，以及学校的公共问责制，儿童地理如何在很大程度上从学校地理中被忽略。通过对五个年轻人关于伦敦的叙述的案例研究，文章然后检查了他们对教育的看法——强调年轻人将伦敦和教育系统视为机会和希望的空间，但同时也是不平等和不公正的空间.