Conceptualising place in a dynamic curriculum

This paper will investigate how the concept of ‘place’ can be incorporated into the school curriculum. It will argue that place should be seen as an historical process which reflects the dynamic and ever-changing nature of society and the economy. Only by incorporating such a conceptualisation is it possible to ensure that student understanding of the dynamic nature of place will become embedded within their own geographies, enabling them to think geographically and to develop their own spatial framework in a realistic and flexible manner. Drawing on examples from both the United Kingdom and the United States, it is hoped to demonstrate how notions of place as a dynamic and ever-developing process can be readily incorporated into the school Geography curriculum, thereby ensuring that students fully grasp the relevance and topicality of geographical study.