Geographical Education 30 – Supplement
AGTA’s First Fifty Years
Geographical Education is a refereed journal. Articles submitted to Geographical Education for consideration in the Refereed Articles section are reviewed anonymously by a minimum of two referees. Articles are selected by the Editor based on the outcome of the anonymous reviews and ratified by the Editor. Authors of accepted articles are sent guidelines for their final submission. Contributions to other sections such as Book Reviews and Reports are not refereed. The ISSN for Geographical Education is ISSN 2204-0242.
Articles
AGTA’s First Fifty Years — Trish Douglas
Introduction — Nick Hutchinson
Beginnings: Battling bureaucrats, interstate cooperation and a Sydney Harbour cruise — Nick Hutchinson
Donald Sydney Biddle, AM, BA, M.Ed, PhD, FRGS, FACE — Susan Bliss
Geographical Education Over the Course of Fifty Years — Nick Hutchinson
1970: Concepts: the whole cornerstone of teaching the subject — Nick Hutchinson
Focus on Frances Slater — Frances Slater
1980: Looking Back on imaginative school-based curricula — Nick Hutchinson
Geography Education – AGTA style — Barrie McElroy and Roger Smith
1990: Critical geographies and teaching for sustainable development — Nick Hutchinson
Focus on AGTA’s New President, Magdelaine Wong — John Fien
2000: Struggling against SoSE and learning to think geographically — Nick Hutchinson
Focus on Rob Berry: Consummate Team Member — Bruce Tamagno, Kerry Bainbridge & Gary Pollard
AGTA Recollections — Kath Berg
2010: Australian Curriculum, standards, futures and philosophies — Nick Hutchinson
An Invitation to Share
We invite your participation in producing this journal. Geographical Education encourages school, university teachers and all others interested in geography to share their research, ideas and experiences in order to promote sound practice, innovative strategies, modern developments and reflection in geographical education. Contributions of varying length are invited, with a maximum of 5000 words for major articles and research reports. Shorter articles of 2000 words, featuring classroom strategies, reflections on issues and practices in geography teaching, in-service education workshops and comments on previous articles are especially welcome. Lesson plans, teaching units and how-to-do-it advice on classroom and field skills are also invited as long as they have relevance for a broad range of teachers across Australia.