Curricular Changes in Geography Education

This book highlights the way in which geography curriculaare conceived, (re)-organised and implemented at different levels (local,regional, national, international) and how to respond concretely to thesechallenges. It also examines the obstacles, barriers and continuities that keepsome parts of geography curricula in a century-old tradition. In this book, the term curriculum is used in its Anglo-Saxon conception, which differs from its European use, which is limited to study plans. The term curriculum used in this book, refers to the prescribed curriculum, sometimes called formal, and also to the taught or real curriculum as well as the learned curriculum. To these three curricular forms, a fourth is added, called the hidden curriculum. This includes what is implicit for the actors (teachers, pupils, the school institution) and what is, voluntarily ornot, ignored or concealed. The contributions to this book examine each type of these four curricula and their interactions. It discusses how the passage from one curriculum level to another is not linear and implies recompositions, ruptures as well as continuities. The book also touches on the circulation between the different curricular levels and how that raises the question of thearticulation between policy(ies) and practice.