“By our theories shall you know us”: the role of theory in geographical education

Abstract

This short article explores the role of theory in the field of research in geographical education in the UK. It suggests that the fact that the field is dominated by teacher educators has led to the adoption of theories closely associated with the classroom practice of teachers. Although in the 1980s there were signs that geographical education might engage with a wider set of perspectives from the sociolology of education and curriculum studies, these developments were interrupted by tighter regulation of the work of teacher educators. The article prepares the ground for our other contribution to this Forum on the place of critical theory in geographical education.

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