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Mapping the Journey Toward Self-Authorship in Geography

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Learning is a developmental journey, and geography curriculum plays a key role in supporting student progression. In this article, we argue that the concept of ‘self-authorship’ is a useful guiding principle in supporting curriculum revision and reform. A series of international case studies illustrate how self-authorship can be enacted in different ways within geography curricula in a range of contexts. The role of a range of collaborators and the co-curriculum in supporting the student journey are highlighted. The article concludes by suggesting that the key strength of the concept is its non-prescriptive nature.

Keywords: Curriculum design; learning partnerships model; self-authorship

Document Type: Research Article

DOI: http://dx.doi.org/10.1080/03098265.2011.563378

Affiliations: 1: School of Geography, Planning and Environmental Policy, University College Dublin, Ireland 2: Department of Geography,Samford University, USA 3: Department of Geography,University of Oregon, USA 4: Healey HE Consultants, UK 5: School of Geography and Earth Sciences, McMaster University, Canada 6: Department of Geography and Anthropology,Louisiana State University, USA

Publication date: August 1, 2011

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