International Research in Geographical and Environmental Education
Editors: A/Prof John Lidstone, Queensland University of Technology and Prof Joseph P. Stoltman, Western Michigan University
Book Review Editor: Dr Sarah Witham Bednarz, Texas A & M University
Editorial Assistant: Donna Bennett, Australia
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Volume: 10 Number: 1 Page: 46–67
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The World According to Geography Textbooks: Interpretations of the English National Curriculum
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John Hopkin
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This article examines how the English Geography National Curriculum promotes the knowledge and understanding of places, and how its changing requirements have been reflected by geography textbooks. It investigates
how textbooks teach the location of places, and how they select the places that pupils will study. Analysis of Geography National Curriculum textbooks reveals that it has had a powerful influence on their
construction of place; however, notable differences between individual textbooks suggest that authors' decisions also play an important role. For example, there are significant variations in authors' use
of maps, and deployment of material based on real places. The distribution of places in the textbooks suggests that pupils will have a particular experience of the world, and are likely to study a very
limited range of countries in depth. This development of a narrow range of 'authorised' countries indicates that authors and publishers are very influential in mediating National Curriculum policy.
© Channel View Publications 2001
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