Time for geography to catch up with the world

摘要

This article makes the case that the subject of geography needs to change if we do not want another generation of students to leave school with an outdated view of the world (Rosling et al., 2018). Firstly, we need to ensure that resources and teaching do not present a binary view of developed versus developing countries, as is the case with some exam specifications. I call for the usage of more precise language to describe the bulk of countries that sit between low and high-income countries. Teachers are encouraged to make use of Rosling's Four Income Levels as a graduated conceptual framework to help students understand the range of countries and living conditions experienced. Secondly, development theories need to transcend reductionist and diminished notions of development (such as the Millennium Development Goals (MDGs)) and include a deeper idea of progress - one that encompasses cultural growth, economic and political transformation and affords nations the freedom to chart their own paths.