Collective Publications

2022/in press

Hammond, L.Healy, G. (2022, forthcoming). Listening to those we teach: Reflections on a geographical education. In M. Biddulph, S. Catling, L. Hammond & J. H. McKendrick. (Eds). Children, Education, and Geography: Rethinking Intersections. London: Routledge. 

Healy, G., Hammond, L., Puttick, S. & Walshe, N. (Eds.) (2022) Mentoring Geography Teachers in the Secondary School. Abingdon: Routledge.

Brooks, C. (2022) Mentoring as a spatial practice. In G. Healy, L. Hammond, S. Puttick & N. Walshe (Eds.) Mentoring Geography Teachers in the Secondary School: A Practical Guide. Abingdon: Routledge, Ch.4.

Healy, G. (2022). Geography and geography education scholarship as a mechanism for developing and sustaining mentors’ and beginning teachers’ subject knowledge and curriculum thinking. In G. Healy, L. Hammond, S. Puttick & N. Walshe (Eds.). Mentoring Geography Teachers in the Secondary School. Abingdon: Routledge, pp.187-207.

Rawlings Smith, E. (2022) Mentoring meetings and conversations supporting beginning teachers in their development as geography teachers. In G. Healy, L. Hammond, S. Puttick & N. Walshe (Eds.) Mentoring Geography Teachers in the Secondary School: A Practical Guide. Abingdon: Routledge Ch.10.

Moula, Z., Palmer, K. & Walshe, N. (2022). A Systematic Review of Arts-Based Interventions Delivered to Children and Young People in Nature or Outdoor Spaces: Impact on Nature Connectedness, Health and Wellbeing. Frontiers in Psychology, 13, 858781. doi:10.3389/fpsyg.2022.858781

Walshe, N., Moula, Z. & lee, E. (2022). Eco-Capabilities as a Pathway to Wellbeing and Sustainability. Sustsainability.

Rawlings Smith, E. & Kinder, A. (2022) The professional needs and views of teachers of geography: A national research report by the Geographical Association. Sheffield: Geographical Association.

Oakes, S. & Rawlings Smith, E. (2022) What constitutes a good A-level geography education? Teaching Geography, 47(1), 32-35.

Finn, M. (2022) Reading for a degree: transitions to higher education, Teaching Geography, 47 (1): 36-39.

Gao, J., Xu, Y., Kitto, E., Bradford, H. & Brooks, C. (2022) Promoting culturally-sensitive teacher agency in Chinese kindergarten teachers: an integrated learning approach, Early Years.


Catling, S. (2021) Reflecting on knowledge and primary geography. In M. Fargher, D. Mitchell & E. Till (Eds.) Recontextualising Geography Education. London: Springer.

Finn, M. (2021) Questioning recontextualisation: considering recontextualisation’s geographies. In M. Fargher, D. Mitchell & E. Till (Eds.) Recontextualising Geography in Education. London: Springer.

Healy, G. (2021) A call to view disciplinary knowledge through the lens of geography teachers’ professional practice. In M. Fargher, D. Mitchell & E. Till (Eds.). Recontextualising Geography in Education. London: Springer.

Kitchen, R. & Kinder, A. (2021) The professional development of teachers of geography in England, in E. Artvinli, I. Gryl, J. Lee & J. Mitchell (Eds.) Geography teacher education and professionalization, New York: Springer.

Moula, Z., Walshe, N. & Lee, E. (2021) Making nature explicit in children’s drawings of wellbeing and happy spaces, Child Indicators Research.

Brooks, C. (2021) Initial Teacher Education at Scale Quality Conundrums. London: Routledge.

Brooks, C. (2021) Research capacity in initial teacher education: trends in joining the ‘village’, Teaching Education.

Brooks, C. (2021) Teacher identity, professional practice and online social spaces. In N. Walshe and G. Healy (Eds.) Geography Education in the Digital World: Linking Theory and Practice. London: Routledge, pp.7-16.

Fotheringham, P., Harriot, T., Healy, G., Arenge, G. & Wilson, E. (2021). Pressures and influences on school leaders navigating policy development during the COVID-19 pandemic. British Educational Research Journal.

Healy, G. (2021). Insights from professional discourse on GIS: a case for recognising geography teachers’ repertoire of experience. In N. Walshe & G. Healy (Eds.). Geography Education in the Digital World: Linking Theory and Practice. London: Routledge, pp.89-101

Catling, S. & Owen, C. (2021) Societal issues as a context for learning: ‘Climate Emergency’, in T. Higginbottom and M. Lu (Eds.) Creating Inspirational Schools: Reflection, collaboration and leadership. Leek: Lifeworlds Learning, pp.230-299.

Fargher, M. & Healy, G. (2021). Empowering geography teachers and students with geographical knowledge: epistemic access through GIS. In N. Walshe & G. Healy. (Eds.). Geography Education in the Digital World: Linking Theory and Practice. London: Routledge, pp.102-116.

Finn, M., Hammond, L., Healy, G., Todd, J., Marvell, A., McKendrick, J. & Yorke, L. (2021) Looking ahead to the future of GeogEd: creating spaces of exchange between communities of practice. Area.

Greenwood, R., Austin, S., Bacon, K. & Pike, S. (2021) Enquiry-Based Learning in the Primary Classroom: Student teachers’ perceptions, Education, 49(1), 3-13.

Hammond, L. (2021) Recognising and Exploring Children’s Geographies in School Geography, Children’s Geographies. https://doi:10.1080/14733285.2021.1913482

Hammond, L. (2021) London, Race and Territories: Young People’s Stories of a Divided City, London Review of Education, 19(1), 1–14.

Kitchen, R. (2021) Using mobile virtual reality to enhance fieldwork experiences in school geography. In Walsh, N. and Healy, G. (Eds.) Geography Education in the Digital World, London: Routledge.

Lee, J., Catling, S., Kidman, G., Bednarz, R., Krause, U., Areenas Martija, A., Ohnishi, K., Wilmot, D. & Zecha, S. (2021) A multinational study of authors’ perceptions of and practical strategies when writing geography textbooks, International Journal of Research in Geographical and Environmental Education 30(1), 54-74.

Mitchell, D. (2021) ‘Re-engaging with the Discipline – Teaching Migration with a GeoCapabilities approach’, Teaching Geography, 46(2), 61-63.

Pike, S. (2021) One of my favourite parts of college: Local Experiential Fieldwork in Initial Teacher Education. In J. Wessell (ed.) Experiential Learning in Geography: Experience, Evaluation, and Encounters. London: Springer.

Puttick, S. & Cullinane, A. (2021) Towards the Nature of Geography for geography education: an exploratory account, learning from work on the Nature of Science, Journal of Geography in Higher Education.

Puttick, S. & Wynn, J. (2021) Constructing ‘good teaching’ through written lesson observation feedback, Oxford Review of Education ,47(2),152-169.

Rawlings Smith, E. (2021) Spotlight on Maxwell Street: Writing and thinking place, Geography, 106(1), 53-56.

Standish, A. & Mitchell, D. (2021) Powerful Knowledge and Epistemic Quality in Secondary Geography Initial Teacher Education. In B. Hudson (Ed.) International Perspectives on Knowledge and Quality: Implications for Innovation in Teacher Education Policy and Practice. London: Bloomsbury.

Walshe, N. & Healy, G. (eds.) (2021) Geography Education in the Digital World: Linking Theory and Practice. London: Routledge.


Alexander, P. Lowenthal, J.L., and Butt, G. (2020) “Fuck It, Shit Happens (FISH)”: A Social Generations Approach to Understanding Young People’s Imaginings of Life After School in 2016-2017, Journal of Youth Studies, 23(1), 109-126.

Biddulph, M., Bèneker, T., Mitchell, D., Hanus, M., Leininger-Frézal, C., Zwartjes, L., and Donert, K. (2020) Teaching powerful geographical knowledge – a matter of social justice: initial findings from the GeoCapabilities 3 project, International Research in Geographical and Environmental Education, 29(3), 260-274.

Butt, G. (2020) Geography Education Research in the UK: retrospect and prospect. The UK Case, within the Global Context. Cham: Springer.

Catling, S. (2020) Reflecting on the Purpose of Mapwork in Primary Schooling, International Journal of Cartography, 6(3), 27-283.

Catling, S. (2020) Everyday Guide to Primary Geography: Locational Knowledge. Sheffield: Geographical Association.

Hammond, L. and McKendrick, J. H. (2020) Geography Teacher Educators’ Perspectives on the Place of Children’s Geographies in the Classroom, Geography 105(2), 86-93.

Healy, G. and Walshe, N. (2020) Real-world geographers and geography students using GIS: relevance, everyday applications and the development of geographical knowledge. International Research in Geographical and Environmental Education, 29(2), 179-196.

Healy, G., Walshe, N. and Dunphy, A. (2020) How is geography rendered visible as an object of concern in written lesson observation feedback? Curriculum Journal, 31(1), 7-26.

McKendrick, J. H. and Hammond, L. (2020) Connecting with Children’s Everyday Geographies in Education, Teaching Geography, 45(3), 118-121.

Mitchell, D. (2020) Hyper-socialised – Enacting the Geography Curriculum in Late capitalism. Abingdon: Routledge.

Pike, S. (2020) Geography for Social and Environmental Justice’. In A. Kavanagh, F. Waldron and B. Mallon (Eds.) Teaching for Social Justice and Sustainable Development Across the Primary Curriculum. Dublin/Abingdon: Routledge.

Pike, S. (2020) GIS for young people’s participatory geography. In Walshe , N. and Healy, G (Eds.) Geography Education in the Digital World. Abingdon: Routledge.

Austin, S., Greenwood, R., Bacon, K. and Pike, S. (2020) Enquiry in Teacher Education: Models, experiences and attitudes to EBL in teacher education Ireland. SCoTENS, Armagh.

Puttick, S. and Murrey, A. (2020) Confronting the deafening silence on race in geography education in England: learning from Anti-Racist, Decolonial and Black Geographies, Geography, 105(3), 126-134

Puttick, S. (2020) Geographies of digital technologies and their roles in knowledge recontextualisation and curriculum making. In Walshe, N. and Healy, G. (eds.) Geography education in the digital world, Abingdon: Routledge.

Puttick, S. and Warren-Lee, N. (2020) Geography Mentors’ Written Lesson Observation Feedback during Initial Teacher Education, International Research in Geographical and Environmental Education,

Rawlings Smith, E. (2020) Techniques for mentors to support early career teachers’ reflective practice, Teaching Geography, 45(2), 53-55.

Rawlings Smith, E. (2020) A breath of fresh air for Birmingham, Geography Review, 34(2), 30-33.

Rawlings Smith, E. (2020) An exploration of the professional capital of authors who recontextualise knowledge about place in English A level geography textbooks. Unpublished PhD Thesis. Leicester, University of Leicester.

Roberts, M. (2020) Geographical sources in the digital world: disinformation, representation and reliability. In Walshe, N. and Healey, G. (Eds.) Geographical Education in the digital world: linking theory and practice. Abingdon: Routledge.

Till, E. (2020) Fused identities: an exploration of primary teachers’ geographical identities, International Research in Geographical and Environmental Education, 29(1), 74-88,

Walshe, N., Lee, E. and Smith, M. (2020) Supporting Children’s Wellbeing with Art in Nature: Artist Pedagogue Perceptions. Journal of Education for Sustainable Development.

Walshe, N., Lee, E., Lloyd, D. and Sapsed, R. (2020) STEM to STEAM as an approach to human development: the potential of arts practices for supporting wellbeing. In Burnard, P. & L. Colucci-Gray (Eds.) Why Science and Art Creativities Matter: STEAM (re-) Configurings for Future-Making Education. Leiden, Netherlands: Brill. pp.337-357.

Walshe, N. and Tait, V. (2020) Making Connections: A conference approach to developing transformative environmental and sustainability education within initial teacher education. Environmental Education Research, 25(12), 1731-1750. 


Finn, M. and Mott, C. (2019) Embodied teaching and learning through a large lecture: strategies for place-based pedagogies. In S. Dyer, H. Walkington and J. Hill (Eds.) Handbook for Learning and Teaching in Geography. Edward Elgar Publishing.

Greenway, K., Butt, G. and Walthall, H. (2019) What is a Theory-Practice Gap? An exploration of the concept.  Nurse Education in Practice, 34, 1-6.

Hammond, L. (2019) Utilising the ‘production of space’ to enhance young people’s understanding of space, Geography, 104(1), 28-37.

Healy, G. and Walshe, N. (2019) Real-world geographers and geography students using GIS: relevance, everyday applications and the development of geographical knowledge. International Research in Geographical and Environmental Education, 29(2), pp.178-196.

Lowenthal, J.L., Alexander, P. and Butt, G. (2019) Fateful Aspects of Aspiration among Graduates in New York and Los Angeles. International Studies in Sociology of Education, 28(3-4), 345-361.


Firth, R. (2018) Recontextualising geography as a school subject. In M. Jones and D. Lambert (Eds.) Debates in Geography Education. 2nd edn. Routledge.

Firth, R. and Brooks, C. (2018), Evidence-based practice and research in geography education. In M. Jones and D. Lambert (Eds.) Debates in Geography Education. 2nd edn, Routledge.

Hopkin, J. and Kitchen, R. (2018) Geography, Global Citizenship and Global Learning in the UK. In A. Demirci, R. de Miguel González and S. Bednarz (Eds.) Geography Education for Global Understanding, New York: Springer.

Lambert, D. (2018) Developing a Learning Progression for Place: The Provocation and A Response, Journal of Geography, 117.

Lambert, D. (2018) The Road to Future 3: the case of geography. In D. Guile, D. Lambert and M. Reiss (Eds.) Sociology, Curriculum Studies and Professional Knowledge: new perspectives on the work of Michael Young. Abingdon: Routledge.

Lambert, D. (2018) Powerful Disciplinary Knowledge and Curriculum Futures. In N. Pyyry, L. Tainio, K. Juuti, R. Vasquez, M. Paananen (Eds.) Changing Subjects, Changing Pedagogies: Diversities in School and Education (pp.14-32). Helsinki: Finnish Research Association for Subject Didactics.

Lambert, D. and Walshe, N. (2018) How Geography Curricula Tackle Global Issues. In A. Demirci, R. de Miguel González and S. Bednarz (Eds.) Geography Education for Global Understanding (Ch. 7). Springer Press

Rawding, C. (2018) Unifying geography: the Anthropocene and the global, in Jones, M. and Lambert, D. (Eds.) Debates in Geography Education, 2nd edn. London: Routledge. pp.239–249.

Rawling, E. (2018) Place in Geography: Change and Challenge. In M. Jones and D. Lambert (Eds) Debates in Geography Education, 2nd edn. London: Routledge. pp. 49-61.

Rawling, E. (2018) Reflections on Progression in Learning about Place, Journal of Geography, 117.

Till, E. (2018) Being a geographer: Towards an understanding of primary teachers’ constructs of subject-specific identity (Unpublished doctoral dissertation). University of Winchester, Winchester, UK.

Walshe, N. and Driver, P. (2018) Developing reflective trainee teacher practice with 360-degree video, Teaching and Teacher Education, 78, 97-105.


Brooks, C., Butt, G. and Fargher, M. (2017) Introduction: why is it timely to (re) consider what makes geographical thinking powerful? In C. Brooks, G. Butt and M. Fargher (Eds.) The Power of Geographical Thinking. Springer.

Butt, G. (2017) Debating the place of knowledge within geography education: reinstatement, reclamation or recovery? In Brooks, C, Butt, G and Fargher, M (Eds.) The Power of Geographical Thinking. Springer.

Butt, G. (2017) Globalization: a brief exploration of its challenging, contested and competing concepts. Geography, 102(1), 10-17.

Catling, S. (2017) Pre-service primary geography: Everyday geography and geographical thinking. In S. Catling (Ed.) Reflections on Primary Geography. Sheffield: The Register of Research in Primary Geography. pp.178-184.

Catling, S. (2017) High quality in primary humanities: insights from the UK’s school inspectorates. Education 3-13, 45(3), 354-364.

Firth, R. (2017) What might inferentialism’s view of the human knower have to offer geography education?, Geography, 102(2), .

Lambert, D. (2017) The Relevance of Geography for Citizenship Education. In L. Leite, L. Dourado, A. Afonso and S. Morgado (Eds.) Contextualising Teaching to Improve Learning. New York: Nova Science Publishers.

Lee, J. and Catling, S. (2017) What do geography textbook authors in England consider when they design content and select case studies? International Research in Geographical and Environmental Education, 26(4), 342-356.

Rawding, C. (2017) ‘Nature’ and the legacy of Alexander Von Humboldt, Geography, 102(2), 95-98.

Rawlings Smith, E. (2017) Post 16 Geography. In M. Jones (Ed.) The Handbook of Secondary Geography. Sheffield: Geographical Association.

Roberts, M. (2017) ‘Geographical Education is powerful if…’, Teaching Geography, 42(1), 6-9.

Uhlenwinkel, A., Béneker, T., Bladh, G., Tani, S.  and Lambert, D.  (2017) GeoCapabilities and Curriculum Leadership: balancing the priorities of aims-based and knowledge-led curriculum thinking in schools, International Research in Geographical and Environmental Education, 26(4), 327-341.

Walshe, N. (2017) Developing Trainee Teacher Practice with Geographical Information Systems (GIS), Journal of Geography in Higher Education, 41(4), 608-628.

Walshe, N. (2017) An interdisciplinary approach to environmental and sustainability education: developing geography students’ understandings of sustainable development using poetry, Environmental Education Research, 23(8), 1130-1149.

Wood, P. and Rawlings Smith, E. (2017) Lesson study: a collaborative approach to teacher growth, Geography, 102(2) 91-94.


Biddulph, M. and Lambert, D. (2016) Making Progress in School Geography: issues, challenges and enduring questions. In O. Muniz et al (Eds.) Learning progressions in Geography Education. Switzerland: Springer

Brooks, C. (2016) Teacher Subject Identity in Professional Practice: teaching with a professional compass (part of Foundations and Futures of Education Series). London, Routledge.

Brooks, C. (2016) Geography Teachers Stories of Sustainability: an introduction to narrative research. International Research in Geographical and Environmental Education.

Catling, S. and Butt, G. (2016) Innovation, originality and contribution to knowledge – building a record of doctoral research in geography and environmental education, International Research in Geographical and Environmental Education, 25(4), 277-293.

Finn M. (2016) Atmospheres of progress in a data-based school. Cultural Geographies, 23(1), 29-49.

Firth, R. and Smith, M. (Eds.) (2016) Education for Sustainable Development. Abingdon: Routledge.

Kitchen, R. (2016) Whose stone is it anyway? Articulating the impact of exploratory doctoral research for professional educators, in P. Burnard, T. Dragovic, J. Flutter and J. Alderton (Eds.) Transformative Doctoral Research Practices for Professionals. Rotterdam: SensePublishers.

Lambert, D. (2016) Geography. In Wyse, D et al (Eds.) The Sage Handbook of Curriculum, Pedagogy and Assessment. London: Sage.

Lane, R. and Catling, S. (2016) Pre-service primary teachers’ depth and accuracy of knowledge of tropical cyclones, Journal of Geography, 115(4), 198-211.

Lee, J. and Catling, S. (2016) Some perceptions of English geography textbook authors on writing textbooks. International Research in Geographical and Environmental Education, 26(1), 50-67

Pike, S. (2016) Learning Primary Geography: Ideas and Inspirations from Classrooms. Abingdon: Routledge.

Rawlings Smith, E., Oakes, S. and Owens, A. (2016) Changing Place: Changing Places (part of the Top Spec Series). Sheffield: Geographical Association.

Taylor, L.  (2016) Case study methodology. In N. Clifford, M. Cope, T. Gillespie and S. French (Eds.) Key methods in Geography. London: Sage Publications, 581-595.


Butt, G. (Ed.) (2015) MasterClass in Geography Education: Transforming Teaching and Learning. London: Bloomsbury

Catling, S. (Ed.) (2015) Research and Debate in Primary Geography. Abingdon: Routledge

Cook, I. et al (2015) Fabrication critique et web 2.0: les géographies matérielles de, Géographie et Cultures, 91-92, 23-48.

Finn, M. and McEwan, C. (2015) Left in the  Waiting Room of History?: Provincializing the European Child. Interventions, 17(1), 113-134.

Firth, R. (2015) Constructing Geographical Knowledge. In G. Butt (Ed.) MasterClass in Geography Education: Transforming Teaching and Learning, London: Bloomsbury

Firth, R. (2015) Task Design in Geography. In I. Thompson (Ed.) Designing Tasks in Secondary Education: Enhancing subject understanding and student engagement. Abingdon: Routledge.

Lambert, D., Solem, M. and Tani, S. (2015) Achieving Human Potential Through Geography Education: A Capabilities Approach to Curriculum Making in Schools, Annals of the Association of American Geographers, 105 (4), 723-735

Lambert, D. and Solem, M. (2015) Researching progress and sophistication in learning geography: taking a critical stance. In M. Solem, N. Tu Huynh and R.G. Boehm (Eds.) Learning Progressions for Maps, Geospatial Technology, and Spatial Thinking: A Research Handbook, Cambridge Scholars Publishing, pp 56-64.

Lambert, D. (2015) Research in Geography Education. In Butt G (Ed.) Masterclass in Geography Education. London: Bloomsbury

Lambert, D. (2015) Geography. In D. Wyse, L. Harward and J. Pandya (Eds.) The Sage Handbook of Curriculum, Pedagogy and Assessment. London: Sage Publications. pp 391-408.

Mitchell, D. and Lambert, D. (2015) Subject Knowledge and Teacher Preparation in English Secondary Schools: the case of geography, Teacher Development, 19 (3), 365-380.

Pike, S. (2015) Primary Geography in the Republic of Ireland: Practices, Issues and Possible Futures. Review of International Geographical Education, 5(2), Online at:

Rawling, E. (2015) Curriculum Change and Examination Reform for Geography 14-19, Geography, 100(3), 164-168.

Rawding, C. (2015) Constructing the Geography Curriculum. In Graham Butt (Edn.) MasterClass in Geography Education: Transforming Teaching and Learning. London: Bloomsbury.

Rawlings Smith, E. (2015) How can we better represent the Middle East?’, Teaching Geography, 40(1) 72-75.

Roberts, M. (2015) ‘Critical Thinking and Global Learning’, Teaching Geography, 40(2), 55-59.

Taylor, L. (2015) Spotlight on… research on young people’s understandings of distant places, Geography, 100(2), 110-113.

Taylor, L. (2015) Doing your research project. In G. Butt (Ed.) Masterclass in Geography Education: Transforming teaching and learning. London: Bloomsbury, pp.171-184.


Butt, G. and Lambert, D. (2014) International perspectives on the future of geography education: an analysis of national curricula and standards, International Research in Geographical and Environmental Education, 23(1), 1-12.

Catling, S. (2014) Giving younger children voice in primary geography: empowering pedagogy – a personal perspective, International Research in Geographical and Environmental Education, 23(4), 350-372

Catling, S. (2014) Valuing, organising and managing learning outside the classroom. In T. Cremin and J. Arthur (Eds.) Learning to Teach in the Primary School. 3rd edn. London, Routledge, pp.231-250.