Geography of Education: Scale, Space and Location in the Study of Education

Abstract

Of the many inspirations from Colin Brock’s original book, I would like to discuss three synergic frameworks that paved the way to the creative and exciting world that fuses both Geography and Education. All three frameworks are in the form of Venn diagrams below, accenting Brock’s love for, and ingenuous use of such diagrams. Brock is the first scholar to articulate the nature, purpose and content of Geography of Education. He stated his book’s prime aim to “further the understanding of the work of each about the other” between Geography and Education. He argued that the two disciplines have much in common and much to offer in harness. Given both are composite disciplines, he regarded the come into being of both having a ‘geography’ in itself-through an interactive process in time-space of learning from, and teaching to, across a wide range of subjects in Arts and Sciences, meanwhile also contributing to other disciplines and fields. Based on his definitions of both Geography and Education, the Geography of Education espoused in this book can be defined as the following: the spatial and locational analysis of human and physical phenomena from the edge of space to the earth’s surface and below about the production and dissemination of knowledge and of learning and teaching, and the factors that enable them to operate.