Gender has long been implicated in geographic education, though generally implicitly until the late twentieth century. Emphasizing British and American examples, this paper examines gender representation among geographic educators, in student participation, and in learning. It then turns to pedagogical issues that arise as content and strategies relevant to gender themes are addressed in different temporal and place contexts. It concludes by identifying questions for further exploration.
|Number of pages||6|
|Journal||International Research in Geographical and Environmental Education|
|Publication status||Published - Aug 2011|
- pedagogical practices
- political contexts
- student learning