This thesis explores the extent to which the concept of the ‘capability approach’ can be applied to thinking about the value, aims and outcomes of a geography education. ‘Geocapability’ articulates the extent to which the powerful knowledge of geography is an essential component of a school geography curriculum. The thesis includes an empirical study of geography departments in two contrasting schools. Through interviews with teachers, pupils, parents, school leaders and governors, an understanding was gained about the way teachers view the curriculum, and the considerations and influences on their work. A teacher workshop was held to provide an insight into the ‘curriculum making’ process. Analysis of the data indicated that there was a variety of views of the aims of education, the significance of knowledge within it and the responsibility teachers have for the curriculum content. Discussion of the data identified that geocapability can provide a structured way for teachers to conceptualise a geography curriculum as it links broad educational aims, with geography as powerful knowledge to pupil outcomes in terms of life choices. The thesis makes an original contribution to the field of geography education in a number of ways. Although a capability approach is familiar in several fields within education studies this is the first that links capabilities with the subject curriculum. It is the first school-based empirical study into geocapability which has helped to further and refine the concept. A conceptual model of geocapability is proposed to structure curriculum thinking for school geography teachers which enables teachers to conceptualise a knowledge led geography curriculum with broader educational aims and outcomes. A practical curriculum planning tool, the geocapability ‘Framework’ is developed, tested and presented to help teachers ensure that powerful geographical knowledge is at the heart of a geography curriculum
