Ideas of progress in the geography curriculum

Abstract

This article explores the role of ideas of progress within the secondary geography curriculum. It addresses the challenge of balancing the teaching of global issues with the cultivation of a sense of constructive hope and the evaluation of human progress. It begins by outlining two key ideas of progress, followed by the psychological, social and educational context of the research. The paper then outlines the author’s PhD study, which investigated geography teachers’ interpretations and enactment of ideas of progress, and how students form their understanding of such ideas. Findings suggest limited explicit discussion of progress in classrooms, but a general student support for the notion. Teachers also expressed a desire for more curriculum space to explore ideas of progress and the future. The subject’s reputation of being problem-oriented may play a role in the underplaying of ideas of progress. The paper concludes by proposing discussions about shifting emphasis from ‘development’ to ‘progress’ and interrogating the notion of ‘grounds for hope’. It also emphasises the importance of a ‘big picture’ geography that provides students with a foundation of up-to-date knowledge that can underpin critical thinking and discussions about issues related to progress.

The authors' abstract, as published at the source. Educational Philosophy and Theory, 2026 · DOI ↗