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.
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learning partnerships model;
Document Type: Research Article
School of Geography, Planning and Environmental Policy, University College Dublin, Ireland
Department of Geography,Samford University, USA
Department of Geography,University of Oregon, USA
Healey HE Consultants, UK
School of Geography and Earth Sciences, McMaster University, Canada
Department of Geography and Anthropology,Louisiana State University, USA
Publication date: 2011-08-01
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