Abilities in geography in compulsory school in Sweden – an international comparative perspective
In my paper session I will discuss my dissertation, in which I investigate how the Swedish curriculum in geography for compulsory school is constructed. I also analyse the view of knowledge in the curriculum and put it in an international perspective. Another important aspect is studying the intentions behind the policy documents for geography teachers.
Furthermore, in my research I analyse how geography teachers describe their trying to develop students' geographical abilities. I want to relate the teachers' descriptions of geographical abilities to how the term is used in a national and an international context and compare with other related terms, such as geographical thinking, geocapabilities and spatial thinking. My aim is also to relate the teachers' descriptions to the traditions of geography, to the view of knowledge and the teachers' goals and to the purpose of their teaching. The research is a case study, consisting of various qualitative methods: reflections of recorded lessons together with the teachers, interviews with teachers and interviews with key people involved in the process of making the policy documents.
My research can contribute and relate to the important and relevant question about why young people need to develop geographical literacy and proficiency.