In geography, the language we choose draws circles around people and places. Some circles invite students in; others limit what they can imagine about themselves, the world, and the future.
๐๐ก๐ข๐๐ก ๐จ๐ง๐๐ฌ ๐๐ซ๐ ๐ฐ๐ ๐๐ซ๐๐ฐ๐ข๐ง๐ ๐ฐ๐ก๐๐ง ๐ฐ๐ ๐ญ๐๐๐๐ก ๐ฐ๐ข๐ญ๐ก ๐ฅ๐๐๐๐ฅ๐ฌ ๐๐ง๐ ๐ฆ๐จ๐๐๐ฅ๐ฌ?
My latest article in the Geographical Association Teaching Geography Journal explores how the labels, hierarchies and models we rely on can unintentionally narrow studentsโ understanding of people and places.
“๐๐ก๐๐ง ๐ฌ๐ญ๐ฎ๐๐๐ง๐ญ๐ฌ ๐๐ซ๐ ๐๐ง๐๐จ๐ฎ๐ซ๐๐ ๐๐ ๐ญ๐จ ๐๐ฑ๐ฉ๐ฅ๐จ๐ซ๐ ๐๐ฅ๐ญ๐๐ซ๐ง๐๐ญ๐ข๐ฏ๐ ๐ง๐๐ซ๐ซ๐๐ญ๐ข๐ฏ๐๐ฌ ๐๐ง๐ ๐๐ฎ๐ญ๐ฎ๐ซ๐๐ฌ ๐ฐ๐ ๐ฅ๐ข๐๐๐ซ๐๐ญ๐ ๐ญ๐ก๐๐ฆ ๐๐ซ๐จ๐ฆ ๐ญ๐ก๐ ๐ฉ๐จ๐ญ๐๐ง๐ญ๐ข๐๐ฅ ๐ฅ๐ข๐ฆ๐ข๐ญ๐๐ญ๐ข๐จ๐ง๐ฌ ๐จ๐ ๐ฆ๐จ๐๐๐ฅ๐ฌ.”
When we treat models as fixed truths, we risk drawing circles that exclude and limit rather than invite and inspire.
The article shares research, student accounts and classroom strategies that help us move toward more inclusive, contextโaware geography teaching. Here are three quick takeaways you can use tomorrow:
1. ๐๐๐๐ ๐ฐ๐ข๐ญ๐ก ๐๐จ๐ง๐ญ๐๐ฑ๐ญ, ๐ง๐จ๐ญ ๐๐๐ญ๐๐ ๐จ๐ซ๐ฒ
Research shows that students often internalise the limitations of labels such as LMIC/HIC or โstagnationโ (Ofsted, 2021; GA, 2024). Before categorising, offer specific detail about the place such as its diversity, contradictions and lived realities. This simple shift supports constructivist learning and reduces the harm of reductive generalisations.
2. ๐๐ฎ๐ข๐ฅ๐ ๐๐ซ๐ข๐ญ๐ข๐ช๐ฎ๐ ๐ข๐ง๐ญ๐จ ๐ญ๐ก๐ ๐ซ๐จ๐ฎ๐ญ๐ข๐ง๐
Student reflections in the article show how models can trigger feelings of misrepresentation: โWell, Syria is always at the bottom of these things โฆโ
Use short prompts that require students to question the modelโs fit:
What does this model help us understand?
What does it miss?
Whose experiences are not represented here?
This strengthens critical literacy and supports inclusive teaching.
3. ๐๐ซ๐๐๐ญ ๐ฉ๐๐ซ๐ฌ๐จ๐ง๐๐ฅ ๐๐ฑ๐ฉ๐๐ซ๐ญ๐ข๐ฌ๐ ๐๐ฌ ๐๐๐ญ๐
When students or colleagues have lived experience of a place, bring it into the centre of the discussion. As the article notes, these moments deepen understanding and disrupt single narratives by widening the circle of representation.
My hope is that this piece supports colleagues who want to teach a #geographyofhope and #inclusion; and for geography to be a subject where our language expands possibility rather than limits it.
You can read the full article here:
https://portal.geography.org.uk/journal/view/J9781899086462
Letโs keep drawing circles that include more of our students, and more of the potential futures that they deserve to see.
