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 journalArticlepeer-review

14 Citations (Scopus)


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
Issue number3
Publication statusPublished - Aug 2011
Externally publishedYes


  • Curriculum design
  • Learning partnerships model
  • Self-authorship


Dive into the research topics of 'Mapping the journey toward self-authorship in geography'. Together they form a unique fingerprint.

Cite this