The making of geographical ignorance?

Abstract

This article offers reflections on the concept of ‘geographical ignorance’, prompted by recent discussions about the need for a ‘knowledge turn’ in school geography. The article draws upon work within ‘agnotology’. It discusses surveys that purportedly reveal levels of geographical illiteracy among the general public, then examines what is at stake in these surveys and suggests the need to critically assess such claims. Ideas associated with the study of ‘ignorance’ are introduced, and work by the US geographer Martin Lewis is discussed, concluding that a certain level of ‘geographical ignorance’ is perhaps inevitable. The final section examines the question of whether modern versions of school geography in England and Wales serve to promote a form of ignorance. The conclusion suggests that there are, presently, two main approaches emanating from moves to ‘bring geographical knowledge back in’.

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