Mapping the journey towards self-authorship in Geography

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Title: Mapping the journey towards self-authorship in Geography
Authors: Moore-Cherry, NiamhFournier, Eric J.Hardwick, Susan W.Healey, MickMacLachlan, JohnSeemann, Jörn
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Date: 16-May-2011
Online since: 2013-05-07T11:11:39Z
Abstract: 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.
Funding Details: Not applicable
Type of material: Journal Article
Publisher: Taylor & Francis (Routledge)
Journal: Journal of Geography in Higher Education
Volume: 35
Issue: 3
Start page: 351
End page: 364
Copyright (published version): 2011, Taylor & Francis
Keywords: Curriculum designSelf-authorshipLearning partnerships model
DOI: 10.1080/03098265.2011.563378
Language: en
Status of Item: Peer reviewed
This item is made available under a Creative Commons License:
Appears in Collections:Geography Research Collection

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