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While the benefits of teacher collaboration are well documented, less is known about how emotions intersect with teachers’ collective work. Educational change is an emotional process, as reform efforts often involve shifts in teachers’ daily routines and professional identities. To better understand these complexities, the purpose of this paper is to investigate the emotional dimensions of teachers’ collaborative efforts to improve instruction.

Drawing on qualitative data, this longitudinal case study of one teacher team explores how teacher collaboration for instructional improvement intersects with emotional geographies. Data analyzed include three years of meeting observations and annual interviews with teachers and school leaders.

An analysis of data reveals how emotions both shaped and were shaped by teachers’ collaboration experiences. Varying beliefs about practice, expectations about collective work and identity (in this case, gender) impacted collaboration and subsequently opportunities for instructional improvement.

This study demonstrates how attending to the emotional aspects of teacher collaboration could serve as an effective strategy for bolstering capacity-building efforts. Findings highlight the interplay between emotional geographies, suggesting that common ground across one geography could potentially be built upon to close gaps across others.

This study provides a unique longitudinal exploration of the emotional dimensions of teachers’ collective work. The study also contributes to new knowledge about the ways in which teachers’ emotions and collaborative experiences intersect, including the interplay between emotional geographies.

The article introduces the concept of benchmarking as a referencing process to support self‐regulation of quality and outcome standards in higher education programmes. It examines the potential for exploiting the product of programme specification to explain which institutional and external reference points or benchmarks have been used to inform the design of programmes. It provides practitioner commentary on the process of benchmarking based on the worked examples provided in the Quality Assurance Agency guidelines for preparing programme specifications and offers an emergent practice model. It concludes by identifying key development issues that will need to be addressed.

Higher education institutions have a significant role in preparing future generations for the world of work and sustainable development. This paper aims to present a curriculum model of an enquiry-based learning pedagogy and a sustainable development conceptual context as a mechanism for teaching skills in a geography module. Potential influences of this model on organisational change towards integrating sustainable development are explored.

Following the design and implementation of the curriculum model, semi-structured interviews of the module teaching team were conducted. Thematic analysis was undertaken against a priori objectives determined from existing theoretical frameworks.

Thematic analysis suggests powerful synergies exist between enquiry-based learning, education for sustainable development and skills teaching. Potential impacts are as follows: conceptual perspectives enhance cognitive potential around systems thinking, learning methods promote behavioural potential around professional capability and agency and cultural encounters raise affective potential around inclusive curricula.

Findings indicate potential for bottom-up curriculum intervention to enhance individual learner capability and outcomes, to promote the role of Geography in responsible futures, to build teaching team capacity for active learning pedagogies, to influence individual and institutional behaviour change towards sustainability practices, diversity and inclusion, and to catalyse organisational change around sector priorities including integrating education for sustainable development, active learning, inclusive education and enhanced graduate outcomes.

This paper identifies multiple benefits from a curriculum model combining skills teaching in a synergistic pedagogical and conceptual framework and its bottom-up potential to catalyse organisational change in higher education.

Despite being increasingly touted as the kind of fundamental transformation needed for union survival, “community unionism” is typically ill‐defined and poorly explained. This paper seeks to provide greater precision of terminology and context through a series of geographically‐informed historical studies.

Through explaining and synthesising the work of a number of scholars from different disciplines, the paper develops a framework for a “geo‐historical” analysis. It begins not with community unionism as such but with a more open exploration of the relationship between unions and social formations at, for the most part, the local scale. Empirical material, based on original qualitative studies, is presented for one industry, Australian mining, across different places and time periods but concentrating most upon the iron ore regions in Western Australia where recent struggles over union renewal and form have been particularly intense.

This paper argues two things about community unionism: that this union form is not without historical antecedents and, more importantly, that its structure, nature and prospects can be better understood if analysed through a number of concepts which geographers have recently developed to explore the intersections between work, community and employment relations. More needs to be done to explain not only the nature and emergence of community unionism but also the very real problems it faces in sustaining itself, let alone transforming union movements overall. The findings point to the varied forms which so‐called community unionism may take as well as to the challenges to its current forms, including from within the labour movement itself.

The value of the paper lies in its theoretical innovation, drawing on a range of disciplines, and its attempt to situate community unionism precisely – conceptually, historically and geographically.

In working with pre-service and beginning middle grades social studies teachers, the authors have found that those teachers often struggle to organize and sequence content in meaningful ways. Although many national and state curriculum writing bodies have provided organizational frameworks to guide teachers in designing instruction for middles grades social studies, those same bodies have failed to assist teachers in the task of sequencing instruction in ways that assure learning. This article provides a practical sequencing framework that assists middle grades social studies teachers in designing effective instructional units that connect and integrate all of the social studies disciplines.

In preceding papers in this series, it has been shown that the symbols used in classificatory notation are of several kinds. They serve different functions—some represent scheduled classificatory terms, some are ‘signposts’ specifying the nature of the symbols which follow them, others are simply ‘fences’ separating consecutive term symbols, and yet others are relational particles. Again, symbols serving the same function may have different structures—they may be flexions or isolates, so that the notation for scheduled terms may be ‘hierarchical’ or ‘ordinal’.

This article takes as its starting point the notion that information has to be customised for different user groups and shows how different types of programme specification might be created for different audiences. It describes three types of programme specification: a template version written for an academic audience; free format version written for a student audience; and a summary statement written for an employer audience. It also examines the potential for linking programme specification details to online course admission profiles. It concludes that programme specification has the potential to be a valuable aid to communication between academics, students and employers.

While the sustainable development goals (SDGs) and visions for sustainability education apply to many methods, they can be hard to put into practice. This study aims to concern an undergraduate geography course designed not only to teach geographical methods but also to engage with the multi-scalar nature of the SDGs and apply them to various local urban sustainability issues in a real-world context.

By means of a mixed-method approach, the authors examine a fieldwork course that invites students into learning situations in which they combine critical thinking with entrepreneurial solutions to local sustainability challenges. The authors examine the learning material from the students’ cases and explore the geographical knowledge the students’ practise.

Fieldwork helps students contextualise the multi-scalar nature of the SDGs and thereby apply them to analyses in a local context. Students learn first-hand how their planning proposals can be seen as counterproductive by some local stakeholders while remaining attractive to others.

Student tasks are developed in collaboration with a local municipality and students present their findings to local politicians and stakeholders. Presenting and localising the SDGs within a local community not only encourages students to undertake a local community analysis but also provides new perspectives to local stakeholders.