Geographies of education: A journey

Kraftl, Peter; Andrews, Will; Beech, Suzanne E.; Ceresa, Giulia; Holloway, Sarah L.; Johnson, Vicky; White, Catherine

doi:10.1111/area.12698

Cited by 22 publications

(24 citation statements)

References 61 publications

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“…The importance of space to education and learning was already emphasized as part of the spatial turn in the geographies of education [39]. Without a doubt, during the pandemic, new and altered formal and informal educational and learning spaces are emerging in which learners in turn have learning experiences that are particularly central to the social and cultural geographies of education.…”

Section: Effects Of the Covid-19 Pandemic On The Spatiality Of University Students' Education And Learningmentioning

confidence: 99%

University Students’ Perception, Evaluation, and Spaces of Distance Learning during the COVID-19 Pandemic in Austria: What Can We Learn for Post-Pandemic Educational Futures?

et al. 2021

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The COVID-19 pandemic caught societies worldwide unprepared in 2020. In Austria, after a lockdown was decreed on 16 March 2020, educational institutions had to switch to a patched-up distance learning approach, which has been largely maintained to date. This article delivers empirical insights from an interdisciplinary mixed-methods research study that investigated university students’ perceptions of and experiences with distance learning as well as their educational (home) spaces during the pandemic in Innsbruck, Austria. It combines results from a quantitative survey conducted with 2742 students in early 2021 with a qualitative multi-method and longitudinal research study that accompanied 98 students throughout four data-collection phases in 2020. Results show a significant improvement since spring 2020 with both teachers and learners adjusting to the distance learning formats and the use of digital tools, yet students urgently desired a return to face-to-face teaching and university life, particularly for its social benefits. Strikingly, more than half of the participants wanted to maintain the option of overall distance education after the pandemic. Based on the perspectives of students, it is appropriate to demand significant changes in post-pandemic education adapted to the era of the post-digital, for which this article gives short-term as well as medium-term recommendations.

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Section: Effects Of the Covid-19 Pandemic On The Spatiality Of University Students' Education And Learningmentioning

confidence: 99%

University Students’ Perception, Evaluation, and Spaces of Distance Learning during the COVID-19 Pandemic in Austria: What Can We Learn for Post-Pandemic Educational Futures?

et al. 2021

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“…That is to say, in using the conceptual and procedural knowledge of geography in conversation with cognate work, such as the sociology of education and education studies (on a spatial turn in education studies see Taylor, 2009). As addressed more fully in the paper on the rise of the geographies of education in this special section (Kraftl et al, 2022) and writing on the critical geographies of education (Nguyen et al, 2017;Pini et al, 2017), this work considers geographical approaches to understanding education and learning in all of its diverse spatial forms, actors, and mobilities, and both in being shaped by and shaping the relationships between political-economies, social-cultural life, and environments. Kučerová et al (2020) trace a 60-year history of this work in their international perspective on the institutionalisation of these geographies.…”

Section: Geographies Of Educationmentioning

confidence: 99%

“…First, the change from HERG to GeogEd signalled two moves that were in continuity with HERG but that were made explicit and have led to new ways of framing the group's history (Healey et al, 2022;West et al, 2022). That is the expansion to provide named space for those who research the geographies of education (Kraftl et al, 2022) and for those in non-HE geography education. This move has already seen new members join the GeogEd group 3 and the committee from these communities of practice and is evident in the proposed sessions for the postponed 2020 RGS-IBG annual conference.…”

Section: Geography's Communitiesmentioning

confidence: 99%

Looking ahead to the future of GeogEd: Creating spaces of exchange between communities of practice

Finn

Hammond

Healy

et al. 2021

Area

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the authors gathered to "look ahead to the future" of the group. Like the other writing groups for this special section, we 1 wrote together before the launch and started by responding to Figure 1, used by GeogEd to sketch out endeavours across the shared domains of geography and education. At the launch event we collated thoughts from participants 2 in the form of notes from structured discussions, summarised these, and received feedback from the other writing groups, refining our thinking through continued discussion. Rather than setting forth a substantive research agenda in this paper, our argument -one enacted through the event and in the authorship of this paper -is that GeogEd

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“…The third paper, led by Harry West, draws together key ideas underlying both Healey et al (2022) and Kraftl et al (2022). The paper explains the background to Matt Finn and Itta Bauer's original proposal to expand HERG's remit and explores the reciprocal relationship that exists between geography education and the geographies of education.…”

Section: Research and Inquiry Into The Geographies Of Educationmentioning

confidence: 99%

Re‐naming and re‐framing: Evolving the “Higher Education Research Group” to the “Geography & Education Research Group”

Healey

West

2021

Area

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In recent years a number of different Research Groups across the Royal Geographical Society with the Institute of British Geographers (RGS-IBG) have reflected on their constitutional "thematic remits" and/or the name of their group as part of a recasting and review of focuses and interests. This includes the change from the Developing Areas Research Group to the Development Geographies Research Group, and the Women and Geographies Study Group evolving into the Gender and Geography Research Group. The latter of these was accompanied by a special section in Area (Brickell & Browne,

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Geographies of education: A journey

Abstract: The information, practices and views in this article are those of the author(s) and do not necessarily reflect the opinion of the Royal Geographical Society (with IBG).

Cited by 22 publications

References 61 publications

University Students’ Perception, Evaluation, and Spaces of Distance Learning during the COVID-19 Pandemic in Austria: What Can We Learn for Post-Pandemic Educational Futures?

University Students’ Perception, Evaluation, and Spaces of Distance Learning during the COVID-19 Pandemic in Austria: What Can We Learn for Post-Pandemic Educational Futures?

Looking ahead to the future of GeogEd: Creating spaces of exchange between communities of practice

Re‐naming and re‐framing: Evolving the “Higher Education Research Group” to the “Geography & Education Research Group”

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