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Mapping the journey towards self-authorship in Geography

2011-05-16, Moore-Cherry, Niamh, Fournier, Eric J., Hardwick, Susan W., Healey, Mick, MacLachlan, John, Seemann, Jörn

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.