education
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I wrote this piece in remembrance of my first month as an ECT1 and a celebration of the ‘spookiest’ months of the year. I come to geography not as a teacher first but as a geographer. My maps were never confined to textbooks; they traced coastlines, railway lines, and the streets of coastal towns layered
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How can we bring the imaginative, emotional, and sensory dimensions of geography into our lives in meaningful ways? This question sat with me throughout my master’s, particularly as I explored the work of scholars like Gillian Rose (1996), who challenged conventional teaching practices through visualised geographies, and Emilie Cameron (2012), whose work on storytelling opened
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After a compelling talk by Dan Raven-Ellison at the University of Exeter, I’ve been thinking deeply about how we understand, and teach, geography. As a geographer, explorer, and founder of several pioneering campaigns, Dan encouraged us to see the landscape not just as something to observe, but something to reimagine. His video “100 Seconds of
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Incorporating current geographical news into teaching is more than just a trend—it’s a powerful tool for boosting student engagement and making lessons come alive. Academic sources consistently highlight that integrating real-world events not only makes the subject matter more relevant, but also sparks curiosity and fosters personal connections to the content. But why does this
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Across the last few decades, countless scholars have debated the concepts, methods and quality of studies that use a combination of qualitative and quantitative methods, across several disciplines such as geography and sociology (Tashakkori & Creswell 2007). Specifically in geography, there has been a cultural turn within the last decade; Alan Latham argues that during
Kitty Taylor 