Geographical Education 37

Geographical Education V37 2024

Complete edition

Editorial: Navigating the Present, Shaping the Future – Jeana Kriewaldt

This editorial discusses the rapid uptake of generative artificial intelligence (AI) tools that generate text, images, audio, and code is a significant change this year with considerable implications for the field of Geography and geography teachers.

Race and Racism in Australia: White Settler Colonisers That “Have Come to Stay,” Multicultural Immigrants and Aboriginal and Torres Strait Islander Peoples: A Three-Part Essay – Nick Hutchinson

A number of geographical concepts are examined under the rubric of race and racism in Australia. The first section looks at postcolonial perspectives on race and racism and the interconnection between whiteness and European colonisation. The second section, that relies largely on the work of Australian university geographers, is premised on the belief that racism manifests itself differently over space, and that race as a social construction is constructed differently in different places. The third section examines changing attitudes to race and racism in a particular place: the Block in Darlington/Redfern, a place that has experienced polarisation, vilification, gentrification and renewal. This three-part essay argues that there are numerous opportunities to engage students with race, racism, racialisation and anti- racism ideas in the geography classroom.

The Case for Human Wellbeing as a Core Concept in School Geography – Alaric Maude

This article develops a case for adding human wellbeing as an additional core concept to the Australian Curriculum: Geography, either officially, or unofficially through the practice of teachers. It argues, first, that the addition of human wellbeing will complement the existing core concept of sustainability, which students use to evaluate environmental conditions and changes, by adding the evaluation of human conditions and changes. Second, that the concept will provide students with a framework for the judgements they already make about wellbeing, whether consciously or unconsciously. Third, that a deeper understanding of human wellbeing will help students to explain situations where wellbeing is poor, and to evaluate ways to improve people’s lives. The article discusses four ways of interpreting what human wellbeing means and how it can be measured and evaluated. The third of these, the “capabilities” approach, has a focus on the contexts in which people live, and which constrain or facilitate their ability to live the lives they would like to have. These contexts could be the social, economic and environmental characteristics of the places in which people live, which makes them of particular geographical interest. Most of the rest of the article outlines some of the ways that place and environment influence people’s wellbeing.

Geography and Fieldwork Entitlement in Australian Secondary Schools: Are Students Getting Enough? – Dr Jeana Kriewaldt, Dr Shu Jun Lee & Dr Lucy Robertson

Australian secondary school students’ entitlement to a comprehensive geography education is vulnerable. This study investigates the extent to which Geography is being delivered across Australia by analysing survey data from 270 schools on geography teaching hours, mode of delivery, fieldwork, and senior provision. Nationally, Geography averages 54 hours per year from Years 7–10, typically as part of a combined humanities subject, except in Year 10 where it is often an elective stand-alone subject. On average, 11% of geography instructional time is spent on fieldwork. While 63% of schools offer two years of senior Geography, 21% offer none. The variability in provision raises concerns about the equitable access of Australian students to a rigorous geography education that develops disciplinary knowledge and inquiry practices. Achieving national consistency and strengthening fieldwork may require policy interventions to safeguard Geography’s entitlement.

Book Reviews

In this edition, teachers and educators have reviewed 11 texts that may have applicability to teaching in geography. The texts include works on the teaching of geography, as well as non-fiction works on topics of interest and relevance to the field.