How to build a geographer: continuity, progression, and transition between school geography and academic geography

Collins, Gemma Ruth ORCID: 0000-0003-4524-0705 (2025). How to build a geographer: continuity, progression, and transition between school geography and academic geography. University of Birmingham. Ph.D.

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Abstract

This thesis examines continuity, progression, and transition between school geography and academic geography by exploring the geography curricula of these two educational spaces, and the different ways in which stakeholders experience the transition between the two. Prior research has suggested that the transition between the school geography curriculum and the academic discipline as experienced at university can be problematic for learners. Transition, particularly the 16-19 transition, has been a focus of prior research in this area, with less attention on the earlier stages of geography education. There is little research identifying where continuity and progression can be found in the geography curriculum being delivered in schools and universities. Prior research has tended to be situated in the academy, with little co-construction or dialogue from stakeholders working elsewhere in the subject community. This research contributes to knowledge by addressing those under-researched areas, and by establishing a focus on what the research describes as the ‘geography education journey’, starting from the primary geography curriculum and concluding with academic geography.

The research used multiple methods to examine continuity and progression as two aspects of an effective transition, and to explore stakeholders’ views on the potential benefits and limitations of strengthening the transition between school geography and academic geography. Written curriculum documents were analysed thematically, using a framework developed from a recently published curriculum framework, to establish where continuity and progression in disciplinary knowledge and substantive knowledge could be found. Through the document analysis it was found that aspects of disciplinary identity were also in evidence as elements of continuity and progression between school geography and academic geography. A questionnaire completed by 66 participants, followed by phenomenographic interviews with seven of these participants, were the methods used to explore the different ways in which stakeholders viewed the transition between school geography and academic geography. The questionnaire and interview data were analysed thematically using the same framework that was applied to the document analysis. In revealing the different ways in which the participants experienced the transition between school geography and academic geography, the research identified a collective experience of the transition that could be categorised into five themes. These themes were: the role of the subject community; geography’s identity; the application of disciplinary knowledge; the 16-19 transition; continuity and progression in geographical knowledge. In relation to each theme, participants were able to identify limitations and challenges, but also to propose benefits or opportunities, exemplified by their own experiences. From this data, three proposals are made for how a more connected geography curriculum can be achieved. Firstly, that co-construction with high-quality geography initial teacher training and education (ITTE) has a role to play in strengthening the transition between school geography and academic geography. Secondly, that collaboration across the subject community is required. Thirdly, that curriculum-making is a tool for developing the continuity and progression revealed by the research as being part of a successful transition.

The findings have practical applications not only for geographers and geography educators working in schools and universities, but elsewhere in the subject community and at all stages of the geography education journey. The research argues for greater boundary-crossing in the subject community as a whole.

Type of Work:

Thesis (Doctorates > Ph.D.)

Award Type:

Doctorates > Ph.D.

Supervisor(s):