This paper reflects on teaching sport in political geography undergraduate courses in the United States, through which I simultaneously aim to de-essentialize geopolitics and de-essentialize sport. I integrate sport examples in diverse courses on political geography and teach a dedicated "Geopolitics of Sport" course. By framing my…

Teaching sports geography in higher education on the surface seems like it would be a great course to draw students in, get them exposed to geographic concepts, tools, and techniques, and the perfect forum for using examples to which students can relate. However, there are few instances of a sports geography course being in a regular rotation of…

This article reflects on the author's experience of developing a standalone geographies of sport module that is taught using an active blended learning (ABL) approach. The article argues that an ABL pedagogy is an effective way of teaching meaningful sports geography to undergraduate students. It discusses how the approach allows a diverse range…

This lesson plan will illustrate how Taiwan can be used as a case study in an undergraduate human geography, population geography, or demography course. Incorporating Taiwan within the curriculum can equip students with a deep understanding of demographic concepts, specifically as it relates to the demographic trends in Taiwan. Through in-depth…

This article describes a data-driven approach to contextualize geography subject matter using student aspirations and workforce data. To test this teaching strategy, undergraduate students in two world geography courses taught at Texas State University were surveyed and interviewed about their career and life aspirations. Using this information,…

This research analyses the way in which the Lotus Blossom technique has been described and used worldwide, including Romania and it investigates several ways to apply it based on the geographic content. Based on analysing the way this technique was applied it has been found that it may be applied to various topics, both individually and in groups,…

Generative artificial intelligence (GenAI) represents a major leap forward in AI technology, offering the potential to reshape education in various aspects. This paper explores the transformative potential of GenAI in geography education, focusing on its impacts across curriculum, pedagogy, assessment, and fieldwork, through the lens of the…

This paper details the process and results of redesigning an introductory undergraduate World Geography course, from a survey of world regions to a project-based course. Through two student projects, one tracing commodities and another eliciting migration experiences, the course renders the world not as the sum of discrete regions but as the…

Human geographers engage students in learning about a world characterized by environmental and social disarray. It follows that our students are exposed to deeply confronting topics: climate change, global inequality, food insecurity, and racism, to name a few. Prompted by scholarly debate on the effects of painful emotions elicited by public…

This paper addresses the tension between the need to create spaces for unsettling feelings as part of a decolonisation of the curriculum in Higher Education, and the need to create a sense of safety in the classroom. Decolonising the curriculum, here, means exploring how histories of coloniality structure educational institutions, established…

In this paper we reflect on our experiences teaching human geography across two modules that pedagogically centre student reflexivity through content that has potential to be dis-comforting. Drawing upon student experiences on two final year option modules, relating to social and spatial exclusion and "race", ethnicity and multiculture,…

"Cuerpo-territorio" is a method stemming from Latin American geography, which recognizes the centrality of situated and embodied experiences as a form of knowing. We engaged with this method in the classroom to understand how students through their embodied and situated experiences had absorbed a post-development geographic course…

This paper discusses the application of Karl Maton's notion of 'semantic waves' to the teaching of geography at the post-16 phase (A-level) in England. Drawing on evidence generated through a 2-year close-to-practice case study, it illustrates its potential as a scaffold in two ways. Firstly, one that can help teachers face both ways: Towards…

This paper grapples with the challenges posed to critical geography educators by STEMification, or the enshrinement of market-oriented forms of science and technology education as the normative ideal for education in general. In both reactionary and progressive contexts, STEMification decontextualizes scientific and technological activity and…

A key desired learning outcome of higher education is that students understand the complexities and contexts of, as well as the multiple disciplinary perspectives on, the subjects they are studying. Geography higher education has been particularly adept at meeting this objective. Geographers have played key roles in the development of…