Time to make more space for knowledge production in geography education?

Beginning in their very early years, children explore material and social spaces, asking questions and engaging with stories as they inquire in, and about, the world (Owens et al., 2023; Puttick, 2023). Geography speaks ‘directly to children’s curiosity, wonder and concern for the world around them’ (Owens et al., 2022, p. 20). From exploring the micro-ecological worlds of schools through citizen science (Dunkley, 2023) to participatory mapping with young people in cities (Swords et al., 2019), geography education in formal and informal education spaces can play an important role in nurturing this curiosity and (re)orientating young people’s attention in, and with, the world (Biesta, 2021). These illustrative examples highlight that studying geography involves developing deeper knowledge and understanding of the discipline, and increasing agency in inquiring in, and about, geography (Firth, 2014; Roberts, 2023).