‘Joined-up geography’: connecting school-level and university-level geographies

Abstract

This article examines the nature of the ‘divide’ between university-level and school-level geographies as perceived by university lecturers and secondary school teachers. Based on a literature review and small-scale primary data collection, divisions are identified in relation to the ‘who’, ‘what’, ‘how’ and ‘where’ of learning and teaching. Respondents identified activities to strengthen links between the two sectors, based on three key principles: demystifying the university experience for prospective students; maintaining continuity of curricula from schools to universities; and highlighting discipline relevance. The article proposes a reconceptualisation of the relationship between school and university staff involved in cross-sectoral links. The authors conclude that a fully reciprocal partnership is necessary between individuals, supported by institutions, local authorities and national associations, if school-university links are to be strengthened and rendered sustainable.