David Lambert – författare

"This is a must read for all 11-18 geography educators. It argues for a new geography curriculum founded on a set of major concepts that are profoundly relevant to 21st century life. For years, books on 11-18 geography education have focussed on classroom techniques, new pedagogic technologies and alternative modes of student assessment. Not this one. 'Teaching Geography 11-18' digs deep. It asks not only what geography is for, but bases its answer on a set of key concepts able to sustain an exciting and relevant curriculum. It also grounds its many arguments in the latest geographical research, thus re-establishing the broken connection between geography teaching in schools and that in higher education".

Professor Noel Castree, University of Manchester, UK

This engaging and stimulating book aims to radically re-shape and sharpen debates in geography education by taking an entirely fresh approach to both the subject and its place in secondary education.Key questions addressed in this book include:

What is the place of geography within the secondary school curriculum?To what extent does school geography reflect and engage with contemporary issues and theories from the wider subject?What are the issues, challenges and opportunities of a concept-led approach to teaching geography?What are the implications of ICT, media and technology for the future of geography teaching in schools?Influenced by the revised national curriculum for geography which has reduced the prescribed content to be covered, this book offers an objective view of the concept-led approach.

The new focus on concepts represents a significant shift in how geography is to be taught in schools, yet there has been little extended discussion of what a 'concept-led' approach to teaching and learning would entail. This book fills that void by examining geography's key concepts, and providing teachers with a theoretically robust and practical approach to curriculum planning using a concept-led approach.

This is essential reading for all secondary geography teachers, trainee teachers and anyone involved with education and curriculum planning.

This book will teach you things you didn't know you didn't know! Such as: The difference between a dead gopher and a loaf of bread, Why Ken wore a little set of bronze lips on his letter jacket in high school, Why Ken's dog Ralph was a better Christian than Ken was, Why Ken almost ate his wife's glasses, How to turn a bus driver into an armadillo. And that's just a little of what you'll learn in Jumper Fables, a most unusual devotional book by Ken Davis and David Lambert. Jumper Fables is a collection of strange-but-true stories that'll make you laugh -- and leave you thinking about the things that really matter. Such as how to know God's will, where sex fits into your life, whether death is the worst thing that can happen, how to talk about Christ with your friends, why parents say no, and why we can trust God to do what he says. Jumper Fables was written with teenagers in mind. Ken and Dave talk about things that have happened to them and to other people, and then they suggest some Bible verses that'll help you understand those stories, as well as some things you can do that'll help you not make the same mistakes yourself. So -- want to jump-start your day? Read a Jumper Fable first thing in the morning. They're strange-but true!

This book reveals the potential of geography to engage with citizenship. It provides:theoretical signposts in the form of short, digestible explanations for key ideas such as racism, values, identity, community and social exclusiona number of inset activities 'for further thinking'a critique of the discipline and the pitfalls to avoid in teaching citizenship through geographypractical teaching suggestions.All the contributions to this valuable book point to the capacity of geography to engage with citizenship, values, education and people - environment decision-making, on scales that range from the local to the global. It offers positive and direct ways to become involved in the thinking that must underpin any worthwhile citizenship education, for all experienced teachers, student teachers, heads of department, curriculum managers, principals and policy-makers.

When Geography specialists decide they want to teach, it can be a daunting prospect to enter a real classroom, no matter how much subject knowledge they already possess. Geography: Teaching School Subjects 11-19 puts the subject into perspective and shows new teachers and student teachers how to make Geography accessible and interesting for their pupils. Divided into three sections the book examines the theory and practice of teaching geography:section one explores how teachers can frame their own knowledge for classroom practice section two focuses on Geography in the classroom and curriculum development as well as aspects of pedagogy and lesson design, evaluation and assessmentsection three focuses on the teachers themselves and how they can view and work on professional development within their own subject area.

When Geography specialists decide they want to teach, it can be a daunting prospect to enter a real classroom, no matter how much subject knowledge they already possess. Geography: Teaching School Subjects 11-19 puts the subject into perspective and shows new teachers and student teachers how to make Geography accessible and interesting for their pupils. Divided into three sections the book examines the theory and practice of teaching geography:section one explores how teachers can frame their own knowledge for classroom practice section two focuses on Geography in the classroom and curriculum development as well as aspects of pedagogy and lesson design, evaluation and assessmentsection three focuses on the teachers themselves and how they can view and work on professional development within their own subject area.

David Lambert explores the political and cultural articulation of white creole identity in the British Caribbean colony of Barbados during the age of abolitionism (c.1780-1833), the period in which the British antislavery movement emerged, first to attack the slave trade and then the institution of chattel slavery itself. Supporters of slavery in Barbados and beyond responded with their own campaigning, resulting in a series of debates and moments of controversy, both localised and transatlantic in significance. They exposed tensions between Britain and its West Indian colonies, and raised questions about whether white slaveholders could be classed as fully 'British' and if slavery was compatible with 'English' conceptions of liberty and morality. David Lambert considers what it meant to be a white colonial subject in a place viewed as a vital and loyal part of the empire but subject to increasing metropolitan attack because of the existence of slavery.

This volume uses a series of portraits of 'imperial lives' in order to rethink the history of the British Empire in the nineteenth and early twentieth centuries. It tells the stories of men and women who dwelt for extended periods in one colonial space before moving on to dwell in others, developing 'imperial careers'. These men and women consist of four colonial governors, two governors' wives, two missionaries, a nurse/entrepreneur, a poet/civil servant and a mercenary. Leading scholars of colonialism guide the reader through the ways that these individuals made the British Empire, and the ways that the empire made them. Their life histories constituted meaningful connections across the empire that facilitated the continual reformulation of imperial discourses, practices and cultures. Together, their stories help us to re-imagine the geographies of the British Empire and to destabilize the categories of metropole and colony.

David Lambert explores the political and cultural articulation of white creole identity in the British Caribbean colony of Barbados during the age of abolitionism (c.1780-1833), the period in which the British antislavery movement emerged, first to attack the slave trade and then the institution of chattel slavery itself. Supporters of slavery in Barbados and beyond responded with their own campaigning, resulting in a series of debates and moments of controversy, both localised and transatlantic in significance. They exposed tensions between Britain and its West Indian colonies, and raised questions about whether white slaveholders could be classed as fully 'British' and if slavery was compatible with 'English' conceptions of liberty and morality. David Lambert considers what it meant to be a white colonial subject in a place viewed as a vital and loyal part of the empire but subject to increasing metropolitan attack because of the existence of slavery.

This volume uses a series of portraits of 'imperial lives' in order to rethink the history of the British Empire in the nineteenth and early twentieth centuries. It tells the stories of men and women who dwelt for extended periods in one colonial space before moving on to dwell in others, developing 'imperial careers'. These men and women consist of four colonial governors, two governors' wives, two missionaries, a nurse/entrepreneur, a poet/civil servant and a mercenary. Leading scholars of colonialism guide the reader through the ways that these individuals made the British Empire, and the ways that the empire made them. Their life histories constituted meaningful connections across the empire that facilitated the continual reformulation of imperial discourses, practices and cultures. Together, their stories help us to re-imagine the geographies of the British Empire and to destabilize the categories of metropole and colony.

This is the first title in this new series, which is aimed principally at secondary PGCE and BAEd students and school- and HEI-based tutors.Each book provides a digest of the central issues around a particular topic or issues, grounded in or supported by examples of good practice, with suggestions for further reading, study and investigation. The books are not intended as 'how to' books, but rather as books which will help students and teachers to explore and understand critical theoretical issues in ways that are challenging, that invite critical reappraisals of taken-for-granted practices and perceptions, and that provide appropriate links between theory and practice. Issues related to equal opportunities and special needs are included in each separate volume . There are boxes of questions, 'think abouts' , further reading, and bulleted summary lists for the reader.This book is written specifically for teachers-in-training which will clarify the 'big picture' of monitoring and assessment and makes the crucial distinctions in this large (and still taken-for-granted) field.The authors have written widely on assessment matters and have also worked in various capacities for the QCA (and its former manifestations). They are also engagerd in initial teacher education and so know the level and market extremely well.

Too often, when a life crisis hits, a marriage suffers--even a healthy one--and all the personality profiles and couples' therapy in the world won't keep your marriage from experiencing the tough stuff. So how do you and your spouse face the stresses put on your marriage and not only stay together but come out on the other side even more loving and committed?In Staying Power, two longtime couples offer insights, skills, and clear direction so that you can respond to trials in a way that strengthens rather than weakens your marriage. They show you how to - handle anger creatively, forgive freely, and persevere together- nurture one another in powerful ways- learn new techniques for connecting both verbally and nonverbally in the midst of crisis- and much moreDon't let financial trouble, infertility, health challenges, parenting cares, addiction of a loved one, or heartbreaking loss destroy your marriage. Instead, learn how through your strong relationship you can overcome all of life's curveballs--together.

The West India Regiments were an anomalous presence in the British Army. Raised in the late eighteenth-century Caribbean in an act of military desperation, their rank-and-file were overwhelmingly men of African descent, initially enslaved. As such, the regiments held a unique but ambiguous place in the British Army and British Empire until their disbandment in 1927. Soldiers of Uncertain Rank brings together the approaches of cultural, imperial and military history in new and illuminating ways to show how the image of these regiments really mattered. This image shaped perceptions in the Caribbean societies in which they were raised and impacted on how they were deployed there and in Africa. By examining the visual and textual representation of these soldiers, this book uncovers a complex, under-explored and illuminating figure that sat at the intersection of nineteenth-century debates about slavery and freedom; racial difference; Britishness; savagery and civilisation; military service and heroism.

This is the first title in this new series, which is aimed principally at secondary PGCE and BAEd students and school- and HEI-based tutors.Each book provides a digest of the central issues around a particular topic or issues, grounded in or supported by examples of good practice, with suggestions for further reading, study and investigation. The books are not intended as 'how to' books, but rather as books which will help students and teachers to explore and understand critical theoretical issues in ways that are challenging, that invite critical reappraisals of taken-for-granted practices and perceptions, and that provide appropriate links between theory and practice. Issues related to equal opportunities and special needs are included in each separate volume . There are boxes of questions, 'think abouts' , further reading, and bulleted summary lists for the reader.This book is written specifically for teachers-in-training which will clarify the 'big picture' of monitoring and assessment and makes the crucial distinctions in this large (and still taken-for-granted) field.The authors have written widely on assessment matters and have also worked in various capacities for the QCA (and its former manifestations). They are also engagerd in initial teacher education and so know the level and market extremely well.

Learning to Teach Geography in the Secondary School has become the widely recommended textbook for student and new teachers of geography. It helps you acquire a deeper understanding of the role, purpose and potential of geography within the secondary curriculum, and provides the practical skills needed to design, teach and evaluate stimulating and challenging lessons.It is grounded in the notion of social justice and the idea that all students are entitled to a high-quality geography education. The very practical dimension provides you with support structures through which you can begin to develop your own philosophy of teaching and debate key questions about the nature and purpose of the subject in school.Thoroughly updated to take account of the latest research, evidence and policy, this new edition reflects new developments in technology as well as current thinking on curriculum, pedagogy and assessment. Exploring the fundamentals of teaching and learning geography in school, chapters cover: Why we teach geography – its purposes and intent Understanding and planning the curriculum – what to teach Effective pedagogy – how to teach Inclusion Assessment Developing and using resources Fieldwork and outdoor learning Values and school geography’s contribution to ‘citizenship’ Professional developmentIntended as a core textbook and written with both university and school-based initial teacher education in mind, Learning to Teach Geography is essential reading for all those who aspire to become able, effective and above all, thoughtful and reflective teachers.

Learning to Teach Geography in the Secondary School has become the widely recommended textbook for student and new teachers of geography. It helps you acquire a deeper understanding of the role, purpose and potential of geography within the secondary curriculum, and provides the practical skills needed to design, teach and evaluate stimulating and challenging lessons.It is grounded in the notion of social justice and the idea that all students are entitled to a high-quality geography education. The very practical dimension provides you with support structures through which you can begin to develop your own philosophy of teaching and debate key questions about the nature and purpose of the subject in school.Thoroughly updated to take account of the latest research, evidence and policy, this new edition reflects new developments in technology as well as current thinking on curriculum, pedagogy and assessment. Exploring the fundamentals of teaching and learning geography in school, chapters cover: Why we teach geography – its purposes and intent Understanding and planning the curriculum – what to teach Effective pedagogy – how to teach Inclusion Assessment Developing and using resources Fieldwork and outdoor learning Values and school geography’s contribution to ‘citizenship’ Professional developmentIntended as a core textbook and written with both university and school-based initial teacher education in mind, Learning to Teach Geography is essential reading for all those who aspire to become able, effective and above all, thoughtful and reflective teachers.

This book reveals the potential of geography to engage with citizenship. It provides:theoretical signposts in the form of short, digestible explanations for key ideas such as racism, values, identity, community and social exclusion a number of inset activities 'for further thinking' a critique of the discipline and the pitfalls to avoid in teaching citizenship through geography practical teaching suggestions. All the contributions to this valuable book point to the capacity of geography to engage with citizenship, values, education and people - environment decision-making, on scales that range from the local to the global. It offers positive and direct ways to become involved in the thinking that must underpin any worthwhile citizenship education, for all experienced teachers, student teachers, heads of department, curriculum managers, principals and policy-makers.

Debates in Geography Education encourages early career teachers, experienced teachers and teacher educators to engage with and reflect on key issues, concepts and debates. It aims to enable readers to reach their own informed judgements with deeper theoretical knowledge and understanding.The second edition is fully updated in light of the latest research, policy and practice in the field, as well as key changes to the curriculum and examination specifications. Expert contributors provide a range of perspectives on international, historical and policy contexts in order to deepen our understanding of significant debates in geography education. Key debates include: geography's identity as an academic discipline; what constitutes knowledge in geography; places and regional geography; what it means to think geographically; constructing the curriculum; how we link assessment to making progress in geography; the contribution of fieldwork and outdoor experiences; technology and the use of Geographical Information; school geography and employability; understanding the gap between school and university geography; evidence-based practice and research in geography education.The comprehensive, rigorous coverage of these key issues, together with carefully annotated selected further reading, will help support and shape further research and writing. Debates in Geography Education is a key resource that is essential reading for all teachers and researches who wish to extend their grasp of the place of geography in education.Mark Jones is Senior Lecturer in Education at the University of the West of England, Bristol, UKDavid Lambert is Professor of Geography Education at UCL Institute of Education, London, UK

Debates in Geography Education encourages early career teachers, experienced teachers and teacher educators to engage with and reflect on key issues, concepts and debates. It aims to enable readers to reach their own informed judgements with deeper theoretical knowledge and understanding.The second edition is fully updated in light of the latest research, policy and practice in the field, as well as key changes to the curriculum and examination specifications. Expert contributors provide a range of perspectives on international, historical and policy contexts in order to deepen our understanding of significant debates in geography education. Key debates include: geography's identity as an academic discipline; what constitutes knowledge in geography; places and regional geography; what it means to think geographically; constructing the curriculum; how we link assessment to making progress in geography; the contribution of fieldwork and outdoor experiences; technology and the use of Geographical Information; school geography and employability; understanding the gap between school and university geography; evidence-based practice and research in geography education.The comprehensive, rigorous coverage of these key issues, together with carefully annotated selected further reading, will help support and shape further research and writing. Debates in Geography Education is a key resource that is essential reading for all teachers and researches who wish to extend their grasp of the place of geography in education.Mark Jones is Senior Lecturer in Education at the University of the West of England, Bristol, UKDavid Lambert is Professor of Geography Education at UCL Institute of Education, London, UK

This volume brings together an international set of contributors in education research, policy and practice to respond to the influence the noted academic Professor Michael Young has had on sociology, curriculum studies and professional knowledge over the past fifty years, and still has on the field to this day. It provides a critical analysis of his work and the uses to which it has been put in the UK and internationally, discussing implications for debates on the purpose of education and how school curricula, as well as programmes in other educational settings, could be run and teaching undertaken, based on his contribution. Following Michael’s long and distinguished career – dating back to before Knowledge and Control: New Directions for the Sociology of Education, which Michael edited in 1971 – recent years have seen an upsurge in both academic and policy interest in his work, including the new concern he expressed for knowledge in his 2007 book Bringing Knowledge Back In. The book concludes with an appreciation and a response to the authors from Michael Young and a Coda from Charmian Cannon, who was on the Institute of Education panel that appointed Michael to his post in 1967. This timely book is a unique critique and celebration, written by experts whose own careers have been affected by Michael, and will appeal to all those with an interest in the work of Michael Young.

Changes in the nature of knowledge production, plus rapid social and cultural change, have meant that the ‘curriculum question’ – what is to be taught, and by extension, ‘whose knowledge’ – has been hotly contested. The question of what to teach has become more and more controversial. This book asks: what is an appropriate curriculum response to the acute, renewed interest in issues of race and racism? How does a school subject like geography respond?The struggle over the school curriculum has frequently been portrayed as being between educational ‘traditionalists’ and ‘progressives’. This book suggests a way out of this impasse. Drawing upon and extending insights from ‘social realism’, it explores what a Future 3 geography curriculum might look like - one that recognizes the importance of the academic discipline as a source of curriculum-making but at the same time avoids geographical knowledge becoming set in stone. The book focuses very sharply on issues of race and racism, enabling teachers to engage in curriculum making in geography that is racially literate.The Foreword is written by Julian Agyeman, a former geography teacher in the UK and now Professor of Urban and Environmental Policy and Planning at Tufts University, USA.

Changes in the nature of knowledge production, plus rapid social and cultural change, have meant that the ‘curriculum question’ – what is to be taught, and by extension, ‘whose knowledge’ – has been hotly contested. The question of what to teach has become more and more controversial. This book asks: what is an appropriate curriculum response to the acute, renewed interest in issues of race and racism? How does a school subject like geography respond?The struggle over the school curriculum has frequently been portrayed as being between educational ‘traditionalists’ and ‘progressives’. This book suggests a way out of this impasse. Drawing upon and extending insights from ‘social realism’, it explores what a Future 3 geography curriculum might look like - one that recognizes the importance of the academic discipline as a source of curriculum-making but at the same time avoids geographical knowledge becoming set in stone. The book focuses very sharply on issues of race and racism, enabling teachers to engage in curriculum making in geography that is racially literate.The Foreword is written by Julian Agyeman, a former geography teacher in the UK and now Professor of Urban and Environmental Policy and Planning at Tufts University, USA.

Written at a time of uncertainty about the implications of the English government’s curriculum policies, Knowledge and the Future School engages with the debate between the government and large sections of the educational community. It provides a forward-looking framework for head teachers, their staff and those involved in training teachers to use when developing the curriculum of individual schools in the context of a national curriculum. While explaining recent ideas in the sociology of educational knowledge, the authors draw on Michael Young’s earlier research with Johan Muller to distinguish three models of the curriculum in terms of their assumptions about knowledge, referred to in this book as Future 1, Future 2 and Future 3. They link Future 3 to the idea of 'powerful knowledge' for all pupils as a curriculum principle for any school, arguing that the question of knowledge is intimately linked to the issue of social justice and that access to 'powerful knowledge' is a necessary component of the education of all pupils. Knowledge and the Future School offers a new way of thinking about the problems that head teachers, their staff and curriculum designers face. In charting a course for schools that goes beyond current debates, it also provides a perspective that policy makers should not avoid.

Written at a time of uncertainty about the implications of the English government’s curriculum policies, Knowledge and the Future School engages with the debate between the government and large sections of the educational community. It provides a forward-looking framework for head teachers, their staff and those involved in training teachers to use when developing the curriculum of individual schools in the context of a national curriculum. While explaining recent ideas in the sociology of educational knowledge, the authors draw on Michael Young’s earlier research with Johan Muller to distinguish three models of the curriculum in terms of their assumptions about knowledge, referred to in this book as Future 1, Future 2 and Future 3. They link Future 3 to the idea of 'powerful knowledge' for all pupils as a curriculum principle for any school, arguing that the question of knowledge is intimately linked to the issue of social justice and that access to 'powerful knowledge' is a necessary component of the education of all pupils. Knowledge and the Future School offers a new way of thinking about the problems that head teachers, their staff and curriculum designers face. In charting a course for schools that goes beyond current debates, it also provides a perspective that policy makers should not avoid.

Mobility was central to imperialism, from the human movements entailed in exploration, travel and migration to the information, communications and commodity flows vital to trade, science, governance and military power. While historians have written on exploration, commerce, imperial transport and communications networks, and the movements of slaves, soldiers and scientists, few have reflected upon the social, cultural, economic and political significance of mobile practices, subjects and infrastructures that underpin imperial networks, or examined the qualities of movement valued by imperial powers and agents at different times. This collection explores the intersection of debates on imperial relations, colonialism and empire with emerging work on mobility. In doing this, it traces how the movements of people, representations and commodities helped to constitute the British empire from the late-eighteenth century through to the Second World War.