Contesting Europe: representations of space in English school geography

The development of national education systems was premised on the assumption that they would offer particular representations of the 'national space', and school subjects such as geography and history offered pupils specific accounts of space and time. The project of European integration s...

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Bibliographic Details
Published inGlobalisation, societies and education Vol. 6; no. 3; pp. 281 - 290
Main Author Morgan, John
Format Journal Article
LanguageEnglish
Published Routledge 01.09.2008
Subjects
critical pedagogy
Critical Theory
Curriculum
Education
England
Europe
Foreign Countries
Geographic Regions
Geography
Geography Instruction
Pedagogy
Place
Schooling
Schools
Space
Space and Time
Students
Textbooks
United Kingdom
United Kingdom (England)
Online AccessGet full text
ISSN1476-7724
1476-7732
DOI10.1080/14767720802343340

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Summary:The development of national education systems was premised on the assumption that they would offer particular representations of the 'national space', and school subjects such as geography and history offered pupils specific accounts of space and time. The project of European integration suggests the need for school curricula to offer alternative ways of imagining space. This essay examines the representation of European space in school geography textbooks. The analysis suggests that the texts contain different versions of the 'politics of space' and that there is a need for a critically-reflexive stance on the 'geographies of Europe' as taught in schools.
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ISSN:1476-7724
1476-7732
DOI:10.1080/14767720802343340