This outweighs other internal links

(Janet Banfield, Sam HamptonORCID Icon &Monika Zurek, all Geo@Oxford, Towards a pedagogical policy turn in geography Journal of Geography in Higher Education Volume 46, 2022 - Issue 2)

In re-opening the policy debate, we do not wish to rehash old quarrels, and we acknowledge both compelling postcolonial arguments against striving for policy impact, and radical geographical reasons to resist the pressure for demonstrable short-term impact. However, disciplines make their greatest impact through their students. Our professional experience indicates increasing desire for applied learning opportunities to complement the theoretical and critical emphasis of human geography and the scientific niches of physical geography. Yet, definitional, institutional and structural issues perpetuate the devaluation of extra-academic policy experience and the division between policy work and curriculum direction. There is a growing imperative to act among young people but with students increasingly coming to university to develop the knowledge and skills necessary to enter the policy world yet graduating without meaningful exposure to extra-academic policy work, we are failing to provide them with the policy-specific scaffolding that they both desire and require to capitalise on their academic skills, make informed career choices and fully realise their – and our – potential.