Introduction: Geographies, Histories and Practices of Informal Education

This extract is taken from the author's original manuscript and has not been edited. The definitive, published, version of record is available here: http://www.palgrave.com/gb/book/9781137027726#otherversion=978134943972

Making all the difference in the world Geography's popular school texts 1870-1944

General seriesAvailable from British Library Document Supply Centre- DSC:7753.6(RHUL-DG-RP--3) / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo

Geographical education, empire and citizenship Geographical teaching and learning in English schools, 1870-1944

SIGLEAvailable from British Library Document Supply Centre-DSC:4316.332(35) / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Archival Fieldwork and Children’s Geographies

This chapter is in closed access.This chapter outlines how children’s geographers have used archival fieldwork and engaged with historical material as a research method. The chapter considers several questions: What is an archive? What are the central ways children’s geographers have engaged with archival fieldwork? What are some of the ethical and methodological challenges of archival research? How do wider practices of collection and display represent past childhoods? And what possibilities do digital technologies and social media afford children’s geographers seeking to research the ‘past’? Overall, the chapter uses a number of examples to showcase the potential for diverse archival engagements and encounters that can stimulate current debates in children’s geographies

‘A State of Affairs which is Essentially Indefinite’: The Linguistic Survey of India (1894–1927)

Historians of colonial India have argued that cartography was central to colonial power in India; maps came to define the British empire's authority in the subcontinent. The effectiveness of imperial geography made India a concrete entity for both British colonialists and Indian nationalists, for whom India came to be a single and coherent geographical entity whose boundaries coincided with those of the subcontinent. This article argues that the geographical imagining of India in the Linguistic Survey of India (1894–1927) was in conflict with these colonial and nationalist mappings of India. It complicated the notion of India as a single, coherent, self-referential geography, and in doing so it centralised India in a global linguistic geography. Its cartographical exercises were at odds with the colonial state's investment in a particular geographical image of India, and with the canonical nationalist geographical imagining of India as a multilingual entity as expressed in the Report of the State Reorganization Commission of 1955.</p