The barriers and enablers of curriculum thinking and teacher agency in geography education: a multinational study
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11310%2F25%3A10503801" target="_blank" >RIV/00216208:11310/25:10503801 - isvavai.cz</a>
Result on the web
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=ioFBr3ROi9" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=ioFBr3ROi9</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1080/10382046.2025.2466160" target="_blank" >10.1080/10382046.2025.2466160</a>
Alternative languages
Result language
angličtina
Original language name
The barriers and enablers of curriculum thinking and teacher agency in geography education: a multinational study
Original language description
There is an increasing urgency, driven by global geopolitical, ecological and climate crises, for geography teachers to use their subject expertise as agents of change to empower children and young people with the knowledge and skills needed to think geographically and better understand our complex and rapidly changing world. This paper brings our international insights about national curriculum contexts and approaches to secondary geography education into dialogue with the concepts of recontextualisation and Future 3 curriculum to consider how we can foster teachers as curriculum makers with agency to decide what to teach and how. We examine the seven national education systems in which the authors work (Czechia, China, United Kingdom (England), Japan, the Netherlands, South Africa and South Korea) to identify the key barriers and enablers geography teachers face when wanting to enact a Future 3 curriculum of engagement that centres powerful knowledge to enhance student capabilities. Guided by Bernstein's theory of the pedagogic device, we present a novel framework for analysing different curriculum contexts which we suggest could be insightful for educators wanting to foster teacher agency and provide students with epistemic access to powerful disciplinary knowledge in school geography.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2025
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
International Research in Geographical and Environmental Education
ISSN
1038-2046
e-ISSN
1747-7611
Volume of the periodical
34
Issue of the periodical within the volume
3
Country of publishing house
GB - UNITED KINGDOM
Number of pages
17
Pages from-to
220-236
UT code for WoS article
001422848100001
EID of the result in the Scopus database
2-s2.0-85219719454