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Geography. This research mainly focuses on the challenging assumptions applicable in the three facets of geography.Catling outlines ideas in this book that are relevant in the current academic world because few studies had addressed the perceptions of trainee teachers about the term ‘geography’ at that particular point in time. Training geography not only entail understanding the subject but also a conception of the reasons for such training. As the title indicates, this paper tries to explore the concepts of geography maintained by school trainee teacher in England. In this work, Catling compares the trainee teachers’ conceptions of geography with their understanding of the reason for teaching geography as subject in schools.

Catling in the book refers to the findings from the previous researches. Few primary trainee teachers understand geography as the subject concerned with the study of places whereas a slightly larger group believes that geography education is mainly to develop pupils’ sense of responsibility for the earth and its beneficiaries. Most of the trainee teachers opined that teaching geography was helpful in increasing young children’s awareness and knowledge of the environment. The book strives to elude trainee teachers’ conceptions of geography as a core subject in schools.In this article, Persaud focuses on the discourses of teaching geography. Adequate understanding of geography as a subject requires both historical and modern research. The author says that geography teachers have been analyzing and interpreting the latest advancements in geography education since its inception in 1975. For a comprehensive coverage of the relevant information for this study, Persaud focused on a study of extra a hundred articles in the bracket of 35 years’ time. He explicitly considers the changes in the historical and educational contexts in which those editorials writing was mainly to avoid biases and ambiguities.Persaud gives particular emphasis to 1980s where journals played a significant role in securing and sustaining geography’s importance in the national curriculum in England. The writer identifies that journals have devoted considerable amount of energy and expertise to defending the subject of geography against the challenges from shifting political priorities in education. Persaud in the. Geography.

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Works Cited

Anacker, Katrin B. "Urban Geography in America, 1950-2000: Paradigms and Personalities." American Planning Association. Journal of the American Planning Association 73.2 (2007): 254.

Bonnett, Alastair. "Geography: Whats the Big Idea?" Geography 97 (2012): 39-41.

Catling, Simon. "An Understanding of Geography: The Perspectives of English Primary Trainee Teachers." GeoJournal 60.2 (2004): 149-58.

Hugo, Graeme. "Population Geography." Progress in Human Geography 30.4 (2006): 513-23.

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Persaud, Indra. "The Daring Discourses of Teaching Geography?" Geography 96 (2011): 137-42. ProQuest. Web. 6 Oct. 2014.

Silvery, Rachel, and Katharine Rankin. "Development Geography: Critical Development Studies and Political Geographic Imaginaries." Progress in Human Geography 35.5 (2011): 696-704.

Winter, Christine. “Geography and education II: Policy reform, Humanities and the future of school Geography in England”. Progress in Human Geography 36.2 (2012): 254-262.

Woods, Michael. "Performing Rurality and Practicing Rural Geography." Progress in Human Geography 34.6 (2010): 835-46.

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