Journal of Geography· 2026Q2
Critical Approaches in Geography Education: A Critical Interpretative Synthesis Toward a Framework for Critical Geoliteracy
- 0citations
- Q2SCImago
- 2026year
Short summary
A critical interpretive synthesis of 19 sources (2016-2026) reveals that while critical geography education is established, explicit frameworks for critical geoliteracy are absent, with engagement mostly implicit.
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Key points
- The synthesis analyzed 19 sources from 2016-2026 concerning critical geography education.
- Critical geography education is shaped by multiple, overlapping conceptual frameworks.
- Engagement with geoliteracy in critical geography education literature is predominantly implicit.
- Explicit frameworks for critical geoliteracy are absent in the reviewed literature.
AI-generated from the title and abstract; the full text is not read.
Abstract
Although critical geography education has become visible, its relationship with geoliteracy remains conceptually unsettled. This critical interpretive synthesis examines recent literature published between 2016 and 2026, analyzing how critical geography education is conceptualized, which concepts and themes characterize critical approaches, and the extent to which these approaches engage with geoliteracy. The synthesis comprised 19 sources, including peer-reviewed studies and grey literature. Findings reveal that critical geography education is shaped by overlapping frameworks, while across the corpus, engagement with geoliteracy was mostly implicit, while explicit critical geoliteracy frameworks were absent.
The authors' abstract, as published at the source. Journal of Geography, 2026 · DOI ↗
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Field: Geography, Planning and Development
Geography, Planning and DevelopmentSocial Sciences