Is geography lost? Curriculum policy analysis: finding a place for geography within a changing primary school curriculum in the Republic of Ireland

Abstract

The process of curriculum making and educational policy development is contentious, and, as such, is emblematic of societal values as a whole, and, more significantly, the power relations and economic trends within that. Recent education developments in the Republic of Ireland pertaining to primary level have seen a marked shift away from a broad and balanced curriculum and what the Department of Education and Skills (2011a. Literacy and Numeracy for Learning and Life: The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011–2020. Dublin: Stationary Office.) deem ‘desirable but ultimately less important’ subjects, towards an ever increasing emphasis on literacy and numeracy along with other ‘priority’ areas. This paper comprises a policy analysis of Irish primary curriculum development and its impact on geography education. Here the historical development of primary geography within the Irish curriculum is examined before analysing the current position and likely future of the subject. This paper argues that geography is being lost with the continuous narrowing of the primary curriculum and shift towards other ‘priority’ areas. A critical analysis of recent education policy documents is presented as evidence of this. There is an urgent need for policy makers to recognise the importance and potential of primary geography and to prioritise research and professional development in this area.

Keywords:

• primary education
• geography education
• primary curriculum
• education policy
• policy analysis

Notes on contributor

Joe Usher is a Lecturer in Primary Geography Education in the Institute of Education, DCU. He has a wide range of research interests including; using the locality in the teaching of primary geography, using digital resources in the teaching of primary geography, enquiry-based teaching and learning in primary geography, outdoor learning, children’s rights and participation in local decision-making, and the general development of educational resources for primary geography education.