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Abstract
This article uses discourse analysis techniques associated with Foucauldian archaeology to examine the two international charters developed by the International Geographical Union Commission on Geographical Education (IGU-CGE), the original one in 1992 and the revised version endorsed in 2016 at the Beijing conference. The examination considers the consultation and development processes before outlining similarities and differences in the messages communicated and how discourses have changed through time. The article concludes with recommendations for the geography education community for the future.
Additional information
Notes on contributors
Theresa Bourke
Theresa Bourke is a senior lecturer in the School of Teacher Education and Leadership at the Queensland University of Technology, Brisbane, Australia. Her research interests include investigating geography education policy and practice, and teacher quality and professional standards in education.
Rod Lane
Rod Lane is a senior lecturer in the School of Education at Macquarie University, Sydney, Australia. His research includes two overlapping themes: investigating learning processes in science/geographical education, and examining teacher quality and informing teacher professional learning.