Read the publications below to learn more about Powerful Geography and how it will shape the future of curriculum in geography education
International Research in Geographical and Environmental Education
Contextualizing powerful geographic knowledge in higher education: Data-driven curriculum design to interweave student aspirations with workforce applications
ABSTRACT: This article describes a data-driven approach to contextualize geography subject matter using student aspirations and workforce data. To test this teaching strategy, undergraduate students in two world geography courses taught at Texas State University were surveyed and interviewed about their career and life aspirations. Using this information, the course instructor selected relevant geography resources and applications using workforce data obtained from a sample of geographers employed in private and public sectors. Over the semester, students encountered those applications through class presentations, videos, and individual advising sessions. At the end, students completed a post-test survey. Resulting datasets offered the instructor a means to reflect upon and select geographic content that is accessible and applicable to what students aspire to be and do in the future. Analysis of the pre- and post-test survey data indicate positive gains in student attitudes but suggest additional culturally relevant pedagogical enhancements are needed to account for student diversity and context. The article concludes with a critical assessment of how future instructors might leverage aspirations and workforce data to address the underrepresentation of women and minorities in the discipline and workforce.
The Social Studies
Volume 109, Issue 2
Abstract: The Grosvenor Center for Geographic Education and National Center for Research in Geography Education propose a new framework for geography called Powerful Geography, which revolutionizes the traditional notion of standards in geography education. Combining Amartya Sen and Martha Nussbaum's principles of human capabilities, Michael Young's theory of powerful disciplinary knowledge, and Wesley Null's concept of a liberating curriculum, Powerful Geography offers a new conceptual approach to professional development for teachers. The approach aims to help teachers model geographic knowledge and skills that offer a diverse group of students the best preparation needed to attain personal and career goals and aspirations. This article argues the logic and value of Powerful Geography, sets up the rationale for Powerful Geography, describes how it builds on prior research, and presents a multiyear research and development plan involving social studies teachers.