Three decades ago, Stephen Kemmis (1990) argued that curricula provide insights into how nations and states interpret themselves and how they want to be interpreted. He also noted that 'debates about curriculum reveal fundamental concerns, uncertainties and tensions which preoccupy nations and states as they struggle to adapt to changing…

One of the questions being asked in schools is the extent to which Geography can be considered a STEM (Science, Technology, Engineering, and Mathematics) subject. While such a question might be driven by those strategic opportunists seeking to elevate the status of the subject within the school's curriculum, or as a means of leveraging an increase…

The three-dimensional design of the Australian Curriculum includes the cross-curriculum priorities (CCPs), learning areas and general capabilities (GCs). Geography teachers are uniquely positioned to address the CCPs through the subject's disciplinary focus on interrelationships between physical features of the earth with individual, social and…

Sustainability is an important cross-curriculum priority in Australian education that is not commonly realised in schools and classrooms. In this article, we discuss the challenges and opportunities to enacting sustainability, suggesting that both top-down (systemic schoolwide leadership and support) and bottom-up (individual educator's…

Argues that geography should join in interdisciplinary programs to increase general social science understandings and to help provide an increased comprehension of the relationship of each discipline to the whole of knowledge. For journal availability, see SO 505 212. (Author/DB)

The concept of social relevance to geographic education and some of the implications of this concept for curriculum development and classroom teaching are explored. Geographic educators must be concerned with adopting new philosophies to the teaching of their subject, developing more appropriate strategies and curricula, and aiding in the…

Presents reasons for including geography as a separate discipline in the secondary curriculum rather than synthesizing it into an interdisciplinary social studies program. Approaches to curricula structuring and sequencing are suggested. References are included. For journal availability, see SO 505 212. (Author/DB)

Discusses the interest of geographers in the interplay of physical and human influences in fashioning geographical patterns. Methods of stimulating student interest in geography are suggested. For journal availability, see SO 505 212. (Author/DB)

Feeling that there are no simple answers, the author discusses two issues confronting geographers involved in education -- child-or subject-centered curriculum and integrated or separate courses in geography. (JH)