Geography Textbooks, Pedagogy and Disciplinary Traditions

James Sidaway; Tim Hall

doi:10.1111/area.12397

Geography Textbooks, Pedagogy and Disciplinary Traditions

James Sidaway, Tim Hall

University of Winchester

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Abstract

We consider geography textbooks in the context of discussions of canonicity, disciplinary histories and genre. Our paper, an introduction to the set that follows, presents an argument about the importance of textbooks and the shifting relationship of geography at different levels (school and university) to disciplinary history in the context of changes in the modes of publication. The papers that follow draw on material from a range of anglophone textbooks with reflections from Aoteraea/New Zealand, Britain, North America and Singapore.

Original language	English
Pages (from-to)	34-42
Number of pages	9
Journal	Area
Volume	50
Issue number	1
DOIs	https://doi.org/10.1111/area.12397
Publication status	Published - 31 Mar 2018

Keywords

Canonicity
pedagogy
quantitative revolution
textbooks
canonicity

Access to Document

10.1111/area.12397

PDFAccepted author manuscript, 528 KBLicence: CC BY-NC-ND

Cite this

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