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Advanced Placement Human Geography continues to grow in popularity at the secondary level, but not without its supporters and critics. The purpose of this paper is to examine one critique, the lack of critical geography and then give two examples how teachers could incorporate it using inquiry.

Critical geography examines the praxis between space, place and identity, exposing power imbalances constructed within space and place. Critical geographers also consider how to transform space and place to be more equitable. This paper provides two examples of how critical geography can be infused into content covered in AP Human Geography using the C3 Framework and the Inquiry Design Model. By infusing critical geographic perspectives into AP Human Geography students practice asking questions about inequities in space and place with an opportunity to become agents of transformation.

There is a gap in AP Human Geography when it comes to incorporating critical geography. This paper looks to redress that by providing two examples on how critical geography could be used in an AP Human Geography curriculum.

This collection of two inquiries is given as ways that AP Human Geography instructors could incorporate critical geography into their classrooms.

This chapter discusses the main research interests and outputs in the various branches of geography that have influenced the study of tourism from a geographical perspective. It argues that the idiographic tradition has been transversal throughout, leading to the growing interest for tourism within the geography academic community in the last 10 years. There is a focus on the birth of specific research groups, mainly related to a constellation of new university curricula on tourism and—with few exceptions of territorial tradition—to an intermittent availability of public research funds. The chapter concludes with a more general picture of the place of tourism within the geography discipline in Italy and of evolving trends in terms of research results, dissemination, and evaluation.

Education for equity in global development and cultural diversity calls for professional capacity building to perceive diverse perspectives on complex procedures of globalisation. The discipline of human geography is such a “provider of perspectives”. The purpose of this paper is to propose a historic series of how theories of geography and human development have emerged.

This paper contributes to education and training by proposing a historic series of how theories of geography and human development have emerged.

The outcomes of this analysis of geographic paradigms offer options for the management of multicultural education in development. A critical synopsis and a combination of various paradigms on global development seem most promising for a holistic and comprehensive understanding of globalisation.

In particular, recent developments in human geography exhibit rapidly changing paradigms (ironically called “the Latin America of sciences”) and are hence difficult to systematise.

Spaces are understood to be communicational spaces, the substrate of which is enabling communication technologies. The theoretical contemplations of this paper permit to design learning environments, learning styles and related technologies.

Perception and understanding of contradicting theories on global (economic and human) development facilitate education fostering multiple cultures of understanding. The author's own professional experience shows that only esteem for all paradigms can provide the full picture. Success means “collective production of meaning”.

Understanding history frees us to reach future consensus.

Toward the end of the 20th century, some work within political theory, of a kind that primarily foregrounds ethical considerations and another kind within political geography that links such ethical concerns to explication in terms of social space, territoriality and scale, has resuscitated the notion of contingent universality as an alternative to the either/or embrace or rejection of universality (and consequent denigration/celebration of particularity). As witnessed by the so-called spatial turn in many of the social and cultural sciences, this very circumstance, at least in the English-speaking world, has been one wellspring of current interdisciplinary interest in various geographical concepts and traditions. For political geographers, the idea of contingent universality arguably invites a fecund perspective from which to reflect upon a range of substantive and epistemological outcomes, which this essay will argue, are densely bound up in what, in short hand, is labeled globalization.

Because the degree of interdisciplinarity can be analyzed through citation analysis, the Journal of Historical Geography is examined for interdisciplinarity, that is, the usage of other humanities and social sciences disciplines. Findings indicate historical geography is a hybrid subfield of geography, and it is distinctively interdisciplinary and actively synthetic. Its continued vitality as the intellectual interface between the disciplines of history and geography is tied to its ability to harness other vital disciplines and subdisciplines.

Depending on the research approach one uses, the development of particular bodies of knowledge over time is the result of a combination of agency, chance, opportunity, patronage, power, or structure. This particular account of the development of geographies of tourism stresses its place as understood within the context of different approaches, different research behaviors and foci, and its location within the wider research community and society. The chapter charts the development of different epistemological, methodological, and theoretical traditions over time, their rise and fall, and, in some cases, rediscovery. The chapter concludes that the marketization of academic production will have an increasingly important influence on the nature and direction of tourism geographies.

This study aims to understand if geographers, who teach in a new sustainability program, are conveying new knowledge, understanding, skills and competence about the integrated and holistic concept of “sustainability”, rather than individual human-environmental issues to the students. In other words, are geography professors creating effective sustainability courses in a department with a rich history in geography education?

This study utilizes the McKeown–Ice and Dendinger comprehensive assessment tool for sustainability teaching to examine how geographers teach sustainability from an integrated and holistic perspective. Surveys with students are used to evaluate and compare how effective three geography courses were at teaching sustainability.

The results suggest that each course was effective in teaching students the main concepts of sustainability. There were, however, differences in teaching practical solutions to achieve sustainability and in the coverage of the causes of sustainability problems. Geographers might consider altering their curriculum or pedagogy to build stronger interdisciplinary linkages to teach the integrated concepts of sustainability rather than its individual parts.

This initial study focuses on one research university in the USA. Its proof of concept will be expanded to evaluate international sustainability education programs nested in existing departments and degree programs.

Sustainability education programs are being created across the globe and are often attached to existing degree programs exhibiting components of sustainability. How effective are they in teaching this interdisciplinary concept? This study validates a framework for assessing sustainability teaching and learning. It recommends changes to enhance the ability for integrated sustainability education programs to comprehensively teach sustainability.

This article aims to explain why geography is a prime discipline for analysing globalisation and a multicultural view of Global Studies. The generic approach of human geography to first select an appropriate methodology is taken as a key approach.

Concepts from aggregate disciplines such as history, economics, and geography are scanned through during a short description of the historical genesis of these sciences and the paradigmatic shifts they have encountered.

There are four main theses: (1) values are created by appreciation; (2) development is growing jointly with responsibility; (3) accumulation of material value is seen as expenditure to achieve non‐material values; and (4) spatial relations are interrelated with social relations.

Conceptual considerations have to be further corroborated by quantitative analyses using suitable metrics of “development”.

“Social and cultural geography” should contribute to any curriculum of “Global Studies”.

Dialogue and discourse between world views is the essential, ideology‐free approach for understanding globalisation.

Unlike other scientific articles focusing on “facts”, this article focuses on perspectives. Thus, it explains “multi‐perspectivity” and a multi‐paradigmatic approach.

Travel and tourism have had a long history in the Nordic countries, but research on tourism has a relatively short tradition in the region. Recently, academic interest in the Nordic tourism space has grown and diversified especially as a result of increasing numbers of academics and institutions involved with tourism geographies and studies and education in the region. The Nordic context has provided thematic focus areas for empirical studies that characterize tourism geographies in the region, with topics including nature-based tourism, utilization of wilderness areas, second-home and rural developments, impacts in peripheries, and tourism as a tool for regional development. In addition, there are emerging research themes outside of the traditional core topics, such as urban, events, and heritage tourism.