Teaching sexuality across time, space and political contexts

GeogEd: A new research group founded on the reciprocal relationship between geography education and the geographies of education

“…Naturally, we are mindful to educate for sustainable development (Scott & Gough, 2006), to develop students' ethical/critical thinking skills (Bearman et al, 2016;Healey & Ribchester, 2016), and their ICT/digital capabilities, especially concerning mobile technologies in fieldwork (France et al, 2020;France et al, 2016;Welsh et al, 2015). Accordingly, we have tended to diversify our teaching methods to prepare students to recognise and work within the heterogeneity and change they will encounter in local, regional, and global contexts (Hall et al, 2004;Horswell et al, 2019;Skelton, 2019).…”

Teaching geographies of sexualities: 20 years on

“…• Shifting academic and political (or: politicized) contexts of teaching sexual (in)equality and (in)justice (Skelton, 2020); • Lesbian and queer pedagogies of tackling the centring of heterosexual and masculine geographies within the "here" and "now" (Browne, 2020); • Engaging the possibilities of using Black sexualities to enable pedagogical transgressions against the increasing disciplinary presence of Black geographies (Eaves, 2020); • Pursuing inquiry-based learning on cultural relativism regarding gender-based, heteronormative violence and child abuse (i.e. female genital mutilation/cutting) (Evans, 2020); • Confronting and questioning norms around acceptability and permissibility in teaching children's geographies of sexualities (Hall, 2020a); and • Negotiating the critical pedagogical role that the visual (i.e.…”