IDENTITY, TERRITORY AND GEOGRAPHY EDUCATION

Abstract

Identity and territory are concepts intimately connected to Regional Geographies. Over the last decades, however, Regional Geographies experienced a certain erosion both within the academic discipline of Geography and school Geography. While Geography traditionally deals with identities from a spatial perspective, there is little information on how school Geography deals under shifting frameworks with both identities and territories. This paper takes a closer look at the state of Regional Geographies against the background of identity and territory in three contexts. Germany stands for a school Geography anchored in a thematic-regional tradition, where national identity plays a secondary role. Also, it represents federal and decentral educational systems. Romania stands not only in an exemplary manner for post-socialist countries. It also exemplifies countries with a school Geography deeply rooted in a regional tradition. Finally, Mexico represents the post-colonial status, with a strong national identity tied to the national Geography. This exploratory study underlines the erosion of Regional Geography in three school Geographies. Also, territory and identity experience other reconfigurations within Geography education based on key concepts and conceptualized against the background of system theory.

Keywords

• Regional Geography
• identity
• territory
• Geography education
• international comparison
• curriculum