Simon Catling taught in London primary schools before moving to Oxford Brookes University in the 1980s, serving as Dean and Assistant Dean in the 1990s and 2000s. He is a Past-President of the Geographical Association, author of Mapstart and Teaching Primary Geography (with Tessa Willy).

• 1. Introduction: Thinking about primary geography 2. Enquiring into primary teachers’ geographical knowledge 3. English primary trainee teachers’ perceptions of geography 4. Contesting powerful knowledge: the primary geography curriculum as an articulation between academic and children’s (ethno-) geographies 5. Ethnogeography: towards liberatory geography education 6. More than just core knowledge? A framework for effective and high-quality primary geography 7. Geography and creativity: developing joyful and imaginative learners 8. Subject-based and cross-curricular approaches within the revised primary curriculum in Northern Ireland: teachers’ concerns and preferred approaches 9. Teachers’ perspectives on curriculum making in Primary Geography in England 10. Children researching their urban environment: developing a methodology 11. My Place: Exploring children’s place-related identities through reading and writing 12. Same old story: the problem of object-based thinking as a basis for teaching distant places 13. ‘They are like us’ – teaching about Europe through the eyes of children 14. Giving younger children voice in primary geography: empowering pedagogy – a personal perspective

Simon Catling taught in London primary schools before moving to Oxford Brookes University in the 1980s, serving as Dean and Assistant Dean in the 1990s and 2000s. He is a Past-President of the Geographical Association, author of Mapstart and Teaching Primary Geography (with Tessa Willy).

• 1. Introduction: Thinking about primary geography 2. Enquiring into primary teachers’ geographical knowledge 3. English primary trainee teachers’ perceptions of geography 4. Contesting powerful knowledge: the primary geography curriculum as an articulation between academic and children’s (ethno-) geographies 5. Ethnogeography: towards liberatory geography education 6. More than just core knowledge? A framework for effective and high-quality primary geography 7. Geography and creativity: developing joyful and imaginative learners 8. Subject-based and cross-curricular approaches within the revised primary curriculum in Northern Ireland: teachers’ concerns and preferred approaches 9. Teachers’ perspectives on curriculum making in Primary Geography in England 10. Children researching their urban environment: developing a methodology 11. My Place: Exploring children’s place-related identities through reading and writing 12. Same old story: the problem of object-based thinking as a basis for teaching distant places 13. ‘They are like us’ – teaching about Europe through the eyes of children 14. Giving younger children voice in primary geography: empowering pedagogy – a personal perspective

Simon Catling taught in London primary schools before moving to Oxford Brookes University in the 1980s, serving as Dean and Assistant Dean in the 1990s and 2000s. He is a Past-President of the Geographical Association, author of Mapstart and Teaching Primary Geography (with Tessa Willy).

• 1. Introduction: Thinking about primary geography 2. Enquiring into primary teachers’ geographical knowledge 3. English primary trainee teachers’ perceptions of geography 4. Contesting powerful knowledge: the primary geography curriculum as an articulation between academic and children’s (ethno-) geographies 5. Ethnogeography: towards liberatory geography education 6. More than just core knowledge? A framework for effective and high-quality primary geography 7. Geography and creativity: developing joyful and imaginative learners 8. Subject-based and cross-curricular approaches within the revised primary curriculum in Northern Ireland: teachers’ concerns and preferred approaches 9. Teachers’ perspectives on curriculum making in Primary Geography in England 10. Children researching their urban environment: developing a methodology 11. My Place: Exploring children’s place-related identities through reading and writing 12. Same old story: the problem of object-based thinking as a basis for teaching distant places 13. ‘They are like us’ – teaching about Europe through the eyes of children 14. Giving younger children voice in primary geography: empowering pedagogy – a personal perspective