Aims Key Readings


This is a selection of readings that explore ‘the knowledge question’ in school geography and the capabilities approach.

Catling, S. & Martin, F. (2011) Contesting powerful knowledge: the primary geography curriculum as an articulation between academic and children’s (ethno-)geographies. Curriculum enquiry 22 (3), 317-335.

Donert K (2015), GeoCapabilities: empowering teachers as subject leaders, Higher Education Academy, pp1-30.

Firth, R. (2012) What constitutes knowledge in geography? in David Lambert & Mark Jones (eds) Debates in Geography Education. London: Routledge, 59-74.

Firth, R. (2011) Making geography visible as an object of study in the secondary school curriculum. Curriculum Journal 22(3), 289–316.

Firth, R. 2011 Debates about knowledge and the curriculum: some implications for geography education, in Graham Butt (ed) Geography, education and the future. New York: Continuum, 141-164.

Lambert, Solem and Tani, (2015) Achieving human potential through geography education, a capabilities approach to curriculum making in schools, Annals of the Association of American Geographers,

Lambert, D. (2014) Interculturalism, a sense of the global and a capabilities approach to curriculum making. Teaching Geography, 39 (3),106-107.

Lambert, D. (2014) Curriculum thinking, ‘capabilities’ and the place of geographical knowledge in schools, Syakaika Kenkyu (Journal of Educational Research on Social Studies) 81, 1-11.

Lambert, D. (2014) Interculturalism, capabilities and teacher development: towards a progressive curriculum future. Chapter 12, 243-252 in: Higginbottom, T. (ed), Developing Global schools in China, East meets West: learning together. Lifeworlds Learning/Shanghai Xiehe Education Group.

Maude, A. (2016) What might powerful geographical knowledge look like? Geography, 101, 2, 70-76.

Solem, M., Lambert, D. and Tani, S. (2013) GeoCapabilities: Toward an International Framework for Researching the Purposes and Values of Geography Education, Review of International Geographical Education Online, 3, (3), 204-219.

Vernon, E. (2016) The structure of knowledge: does theory matter? Geography, 101, 2, 100-104.

Young, M. and Muller, J. (2016) Curriculum and the specialisation of Knowledge, London: Routledge.

Young, M. (2015) Unleashing the Power of Knowledge for All, Spiked Online

Young, M. and Lambert, D. (2014) Knowledge and the Future School: curriculum and social justice, London: Bloomsbury.