The child and their (geographical) education

Lauren Hammond*, Mary Biddulph, Simon Catling, John H. McKendrick

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

2 Citations (Scopus)

Abstract

In the 18th Century poem entitled ‘The School-Boy’, William Blake portrays children sat in rows in a classroom, under the ‘cruel eye’ of their teacher and removed from the wonders and pleasures of a summer morning. Blake asks ‘how can the bird that is born for joy, sit in a cage and sing?’ Written over two centuries ago, Blake’s question still resonates when considering the relationships between people and nature, the nature of childhood and the purposes and practices of education. This question carries an especially heavy weight in the period of intersecting crises within which we live. In this introductory chapter, we set out how, and why, exploring the intersections between children, education and geography, is key to supporting and empowering ‘the child’ to sing in, and through, their education. We begin by exploring why it is necessary to rethink these intersections in the present time-space, before examining how the relationships between children, education and geography have thus far been represented in the literature. Finally, we set out the sections and ethical considerations which frame the book.
Original languageEnglish
Title of host publicationChildren, Education and Geography: Rethinking Intersections
PublisherTaylor and Francis Inc.
Pages3-18
Number of pages16
ISBN (Electronic)9781003248538
DOIs
Publication statusPublished - 30 Nov 2022

ASJC Scopus subject areas

  • Social Sciences(all)

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