Mapping the journey toward self-authorship in geography

Niamh Moore, Eric J. Fournier, Susan W. Hardwick, Mick Healey, John Maclachlan, Jörn Seemann

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

Learning is a developmental journey, and geography curriculum plays a key role in supporting student progression. In this article, we argue that the concept of 'self-authorship' is a useful guiding principle in supporting curriculum revision and reform. A series of international case studies illustrate how self-authorship can be enacted in different ways within geography curricula in a range of contexts. The role of a range of collaborators and the co-curriculum in supporting the student journey are highlighted. The article concludes by suggesting that the key strength of the concept is its non-prescriptive nature.

Original languageEnglish
Pages (from-to)351-364
Number of pages14
JournalJournal of Geography in Higher Education
Volume35
Issue number3
DOIs
Publication statusPublished - Aug 2011
Externally publishedYes

Keywords

  • Curriculum design
  • Learning partnerships model
  • Self-authorship

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