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International Network for Learning and Teaching in Geography


This section contains information on previous symposia and meetings of the INLT network. Please click below for further information and check back on our news page for regular updates of upcoming events.   

2018 IGU Regional Congress, Quebec City
2014 RGS-IBG, Dorking, Surrey 2014        Want to know more? Learn more about the INLT experience
2012 Bangalore, India
2009 AAG conference in Las Vegas
2008 AAG conference in Boston / IGU Tunis, 2008
2007 AAG conference in San Francisco
2005 AAG conference in Denver
2004 IGU Congress in Glasgow
2002 AAG conference in Los Angeles
2001 RGS-IBG conference in Plymouth
1999 AAG conference in Honolulu


From participants in past INLT workshops:

“I believe that INLT has important roles to play in improving what we do in geography education.”

“The power [of INLT] is the conversation between geographers from different traditions and parts of the world.”

“I find great value in these international collaborative projects, as I see many of the activities that we engage in as encompassing what we are attempting to develop in our students.”



An international collaborative writing retreat for Geographers in Higher Education Friday 10th August – Sunday 12th August 2018


The International Network for Learning and Teaching Geography in Higher Education (INLT) writing retreat is a structured workshop to facilitate international collaboration on topics of significance in geography higher education. The outputs from the workshop will be a series of papers for submission to a symposium volume in the Journal of Geography in Higher Education. The workshop has kindly been sponsored by the Journal of Geography in Higher Education and its publisher, Taylor and Francis.

Topics for the 2018 workshop:

The topics for focus in this INLT workshop have been chosen by the JGHE Editorial Board as some of the most critical issues facing geography higher education, but also as topics that will help build citations for the journal given their broader relevance. The confirmed topics for 2018 are listed below with our research teams!

  • Embedding student as partners in geography higher education. Team: Ruth Healey, Jenny Hill and Harry West (UK)

Student as partners explores the process of staff and students “learning and working together to foster engaged student learning and engaging learning and teaching enhancement” (Healey, M. et al. 2014:7).  This topic will focus on how students as partners might be embedded within mainstream geography higher education.        

  • Exploring mobile learning opportunities in geography higher education. Team: Derek France (UK), Siobhan McPhee, John MacLachlan, Rebecca Lee (Canada)

Mobile learning is the “exploitation of ubiquitous handheld hardware, wireless networking and mobile telephony to facilitate, support, enhance and extend the reach of teaching and learning" (JISC. 2015:2).  This topic will critically assess the skills, opportunities and challenges offered by mobile learning, as well as the range of learning and teaching practices employed by faculty and students to incorporate mobile learning within the diverse learning landscape of geography higher education. 

  • Preparing students for transition. Team: David Higgitt (China), Peter Bagoly-Simo (Germany), Niem Huynh, Alyson Brown (Canada), Katherine Nashleanas (USA), Dawn Nicholson (UK)

Student pathways through higher education feature a number of transitions (e.g. school to university; undergraduate to postgraduate; university to workplace; transnational programmes). As the characteristics of the student body entering HE become more diverse, strategic approaches to supporting students through transition are increasingly important. Difficult transitions can impact adversely on student outcomes, retention rates and student satisfaction, potentially impacting reputation. While most attention has been focused on school-university transition, this topic will focus on commonalities and distinctiveness of transitions through student pathways in the context of geography and related programmes.

  • Teaching for social justice: Towards an anti-racism pedagogy. Team: Derek Alderman, Latoya Eaves, Phil Klein (USA), Rodrigo Narro Perez (Canada)
Social justice, particularly anti-racism, is making important inroads into social science pedagogical discussions and debates, especially with the ongoing resurgence of white nationalism inside and outside the United States.  Despite the mainstream status of social justice studies within geographic research and the growing intellectual and advocacy importance of black geographies within the discipline, education journals in geography—compared to other social sciences—contain a relatively limited number of articles focused on these issues. This INLT group will produce a publication with the hope of providing educators the conceptual and practical guidance to assist them in developing and implementing an anti-racism geography pedagogy and negotiating the inherent institutional and broader political obstacles of teaching for social justice and inclusion rather than simply about justice and mere diversity.        
  • Indigenous Educations. Team: Lynn Moorman, Julia Evanovitch (Canada), Tolu Muliaina (Fiji), Mulalo Rabumbulu (South Africa) 

An increased appreciation of the value and importance of Indigenous knowledge has led to initiatives to indigenize curricula, including bringing awareness of content, practices and indigenous perspectives to Western-style education. Given the expanding audience and interest in notions of indigenous epistemology including place-based and active learning, environmental sustainability, and holistic thinking, geography education is more relevant than ever before. This topic will explore the agency and role of Indigenous educations in democratizing geography beyond its traditional western scope and audience.