Powerful geography for Dutch schools: the perspectives of academic geographers
DOI:
https://doi.org/10.11143/fennia.161618Abstract
This paper presents the output of an initiative to have a group of 20 academic geographers, with different specialisations, reflect on what young people should learn in school geography in the near future. The ideas of these geographers are viewed from the lens of 'powerful knowledge', a key concept in (academic) curriculum debates. The geographers emphasise knowledge that gives young people a view of contemporary and future societal challenges, but also emphatically indicate how to actively work with this knowledge in the classroom. The typology of powerful geographical knowledge used is helpful for reflection and identification, but not so much for the selection of actual content.
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Copyright (c) 2025 Tine Beneker

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