Student voice, democratic education and geography: Reflecting on the findings of a survey of undergraduate geography students

Drawing on a survey of 333 undergraduate students who were reading geography at universities across the British Isles in late 2020, this chapter examines these students’ reflections on their geographical education to date. Focussing specifically on students' perspectives on the most and least valuable elements of their geographical education in schools, the chapter explores how students deeply value teachers and teaching, and the opportunities to engage with fieldwork and independent research as part of their education. The chapter then critically examines how national assessment systems appear to have shaped educational practice and the impacts this has had on students' experiences of, and relationships to, geography. Ultimately, the chapter argues that through engaging with students' experiences and views, geography education can become more democratic, with students’ rights better respected, pedagogy enhanced and educators becoming more informed about who they teach.