About Me

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Leicester, United Kingdom
Thank you for viewing this blog. My name is Joshua, a recent BSc Geography graduate from Coventry University, now starting on a Geography PGCE at the University of Leicester. My main area of expertise is within the domain of physical geography, with particular interests in Geomorphology, Quaternary Climates and Environments, and weather, climate and climate change. An area that I am not so familiar to is biogeography, but this is an additional area I am keen to develop and engage with.

Purpose of this Blog

The purpose of this blog is to aid mine as well as others (teachers, students and the public) understanding and knowledge in the subject field of Geography, with particular emphasis on the human domain; specifically cultural geography. This is an area I know limited about, in comparison to my specialism, and an area that I have come to find neglected in school education (*explained below). Firstly, this blog will introduce the concepts of GEOGRAPHY, to give details to those with limited understanding and experience; to outline the complexity of this ever changing subject and field. Secondly, and introduction to cultural geography and its branches will be outlined, with some sub-division examine in more detail than others. This is based on what I feel is lacked in education and the curriculum. Finally, a list of resources and references will be presented, which can be used for KS3 and used for all exam boards at GCSE level.

It needs to be noted that cultural geography is multidisciplinary and multifaceted within the geographical field, so overlaps into other geographical disciplines. I have tried to keep it purely separated for the sake of this blog, but it can be used for addition disciplines.

*This statement is based on my interpretation of the National Curriculum (NC) and GCSE specifications, where some of the branches within cultural geography e.g. sexuality and space, children's geography, music and behavioural geography are not fully acknowledged or identified within the NC for geography or in GCSE/A-Level specifications. In all honesty, cultural geography seems to be side-lined and/or integrated within economic, development and population geography. I feel for people (teachers, students and the public) to fully understand the scale and magnitude of geography, they need to be informed of the different branches and sub division within geography/cultural geography; highlighting individual branches of geography, whilst at the same time, explain and identifying how the different branches connection and are in relation to one another. For example, a number of schools in Leicestershire in year 9 look at music festivals and there locations, but they fail to highlight the key concepts of geography within that topic. For example, that topic would include cultural geography in the form of musical, behavioural, sexuality and tourism geography, but these are not identified and explained, leading to narrow-minded approaches within society. No wonder people assume geography is just colouring in, volcanoes and rocks.

The different branches and sub-branches of cultural geography will be explain in due course.

Thursday 18 July 2013

Part 2: Youth Culture (Children’s Geographies):

There is still only limited development in this discipline with social and cultural geographers emphasising that children are a neglected social group undergoing various forms of sociospatial marginalization. Given the focus and momentum of the ‘new’ cultural geography, the geography of children, which not only takes into account earlier studies, but which also recognizes the interface between sociology, anthropology and cultural studies and draws upon important work being undertaken by feminist and critical geographers. To date, much of the research on the geography of children has been blighted by fragmentation, narrow disciplinary perspectives and methodologies which do not sufficiently engage themselves with the lifeworld of children in the ‘here and now’.

Children’s geographies highlight different aspects of children's relationship with their physical and built environment, beyond the home, school and playground. Geographers want to examine the experiences of children and how they ‘see the world’ around them. However, some structures constrain them. These may include the adult values imprinted on the physical and built landscapes in which they live, or the social constraints of the adult gaze (Matthews and Limb, 1999).

Do these structures force youths to rebel and engage in cultures that today are seen as violent, negative and uneducated? The following power point can be used to teach pupils on the geographies of children, with a close in on youth culture.


The following Youtube clip is a 5min documentary on youth movement and change in the UK. 




Reference

Matthews, H and Limb, M (1999) ‘Defining an agenda for the geography of children: review and prospect.’ Progress in Human Geography, 23 (1) 61-90.

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Resources: 

-         The following TES link provides teachers, and the public with a power point and work sheet on youth culture and movements.

-          The below link, is another power point on youth culture in the UK. (fairly brief though).


-          The following link is a power point aimed at teaching pupils about youth gangs, knife and gun crime. It has a lot of material from the states!


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