Titlebook: Recontextualising Geography in Education; Mary Fargher,David Mitchell,Emma Till Book 2021 The Editor(s) (if applicable) and The Author(s),

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978-3-030-73724-5The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl

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Recontextualising Geography in Education978-3-030-73722-1Series ISSN 2367-2773 Series E-ISSN 2367-2781

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Recontextualisation: Selecting and Expressing Geography’s ‘Big Ideas’em as understandings that describe geographical ways of thinking, and disaggregating them into progressions that build from factual studies of topics upwards through increasingly abstract generalisations towards the key concept. These progressions demonstrate that school geography can have a hierarc

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A Call to View Disciplinary Knowledge Through the Lens of Geography Teachers’ Professional Practicee is not fully underpinned by critical realism and through this discussion draws out the significance of considering the epistemic relations of geographical knowledge for geography teachers’ curricular decision-making. The second part of the chapter builds the case for a more explicit theorisation o

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Teaching About Space and Place: Everyday Geographies of Young People Living in the Slums of Nairobi, by using the geographical concepts place, emotional geographies and everyday geographies. This case study example shows that ‘Africa’ should not be taught as a homogenous concept but rather that place-based examples and clear case studies must become subjects of the geography lessons.