Geography in the News is retrieval

It is human nature to draw a line between things. I know that there is a divide between those who champion a knowledge rich curriculum and those who are seen as more progressive. This false distinction has always been confusing to me.

Firstly this is because, in geography at least, knowledge changes. The existing currculum is based upon the personal interests of mainly white men based in the Global North. Rightly, perspectives around the curriculum are changing. If we are to allow children to learn, read and be aware of the very best taht humans have created, we must look at this from a geographical lens. We aren't English where there are seminal works of creative genius. I mean, Burgess can not be compared to Shakespeare or 

Secondly, it is the expert geographer's job to mould and adpat the geography curriculum to what ever is coming along. When training at the University of Durham, we were told of the testing effect. In schools, I saw it as my job to ensure that the geographical knowledge fundamental to allowing young people to understand their context and place in the world.  For example, it's really difficult to understand 

Of course, I welcome the focus on being knowledge informed. And, I realise that many of the studies are not in geography classrooms. Most if the science of learning is not from geography teachers and most is not tested in the crucible of Year 9 on a friday afternoon learning about spheres of influence. 

In the case of geography in the news, it presents us an opportunity to teach the world as it is. This world is messy and doesn't confirm to models, ideals of neat descriptions. Geographers must also look beyond the headline grabbing disaster type news. Not only is it insensitive to leap upon death and devastation, it also fails to meet our obligation to look at the everyday. The ordinary . The events that affect the lives of our young people often. The events and processes that shape their lives. 

Most of human life is ordinary. True, ordinary people do extraordinary things, but we miss a range of learning opportunities if we neglect the everyday. Our lives are shaped by the everyday, not the one off. 

Take the example of Worthing's Pier, which is currently closed. When I was a geography teacher, I would use a slide like the one below with all classes. With the same question: "What is going on here?'

Children can respond to this stimulus. For some, they will recall their knowledge of coastal process. For others, they will realise that this links in to other learning about political issues and funding. They will link in the consequences to the environment and the economy. What is certain, is that the geographical rucksack of existing knowledge s there. Every child will know something. Children in Worthing may recall the storms that battered the coast. Others may hold the misconception that sewage discharges are to blame.

I know that some will see an unplanned intervention heretic. However, the skill and knowledge of a geography teacher sito adapt and fit this in. A GCSE class may well have an exam style question. A Year 7 a quick class discussion. All of them would have written something down.

Of course, geographers will realise that this example; shows the complex world. We can look at the responses below the article to introduce other issues. Classes can use their knowledge to critically assess the information available. Is it a simple case of storm damage, or is there more to blame? Everyone worries about the restaurant, but what about the amusements and anglers?

Of corse, the curriculum should be planned sequences of lessons, but as geographers we ignore the everyday and geography in the news at our peril