Professor John William Morgan

PhD, MA, BSc(Hons), PGCE

Biography

I joined the University of Auckland in May 2012. Before that, I worked at both the University of Bristol and the Institute of Education, University of London. My academic career developed out of my 10-year experience of teaching Geography in London schools and colleges. I subsequently trained beginning geography teachers, and continued to explore my own interest in the history and politics of school geography teaching.  I have published widely in the field of geography education, including three books, the most recent being Teaching Secondary Geography as if the Planet Matters (Routledge 2011). In 2005 I was seconded to work at Futurelab (a not-for-profit educational research and development lab) to lead a project called Enquiring Minds, funded by Microsoft under its global Partners in Learning programme (www.enquiringminds.org.uk). This project led me into a number of areas that have since defined my research interests. The close involvement with schools and teachers has led to a focus on the question of how schools and curriculum change (and also why they often don't); the technology-focus of the project led me to research the way that digital futures are imagined to transform schooling and young people's lives; and the experience of working with a global corporation which has a grand vision of what 21st century learning should entail has led to my interest in the political economies of education and educational futures. In addition to this, I am exploring the cultural politics of curriculum debates in the UK, as part of my co-directorship of the Faculty of Education Knowledge and Education Research Unit.

As well as Masters' and doctoral supervision, I teach courses at both undergraduate and postgraduate level on social studies, education for sustainability, and curriculum studies, and maintain my interest in geography education. I am currently working on two University of Auckland funded research projects. One exploring the commercialisation strategies of New Zealand universities, and the other examining alternative food networks in Auckland.

I hold the belief that universities remain places where there is a space to explore our intellectual passions and my location witihin an education faculty provides the opportunity to work with people committed to improving the quality of education.

 

Research | Current

A key focus of John's research is geographical education, where he has published widely. Focus on this area has led to a wider interest in curriculum studies and curriculum change and John's more recent work focuses on the social and cultural aspects of educational politics.

Postgraduate supervision

Recently completed Masters' theses:

  • Zahera Alanfooz (2013) Producing Global Citizenship through Geography Educatoin: New Zealand Geographical Imaginations. University of Auckland.
  • Catharine Quirk-Marku (2012) Develooing Student Agency: an empirical study of the impac tof developing student agency amongst sixtf-form students. University of Bristol.
  • Montserrat Casaneuva (2011) A Documentary Study of the Mexican government's attempts to minimize the digital divide in public education, 2000-2010. University of Bristol.
  • Diana Larsson (2011) Modernities and Geographical Education: a comparative studies of Romania, Sweden and England. Institute of Education, University of London (awarded with Distinction).
  • Judith Reed (2011) Primary School Geography Fieldwork: a valuable learning experience? Institute of Education, University of London.
  • Anistis Kokkanides (2010) The Politics of Scale: a comparative study of Greek Geography Textbooks, 1970-2010. Institute of Education, University of London.
  • Nichola Reckless (2010) 'My Place': Hacking into the curriculum - how might digital literacy impact geography classrooms. Institute of Education, University of London.
  • Indra Persaud (2010) Teaching Geography: the Journal - a critical discourse analysis. Institute of Education, University of London (awarded with Distinction).
  • Amy McKenzie (2010) Developing Literacy through Geography: improving students' awareness of literacy through subject-soecific teaching. Institute of Education, University of London.

Completed Doctoral supervisions:

  • Pao-Jing Chan ‘Curriculum Reform and Citizenship: A Comparison between Taiwan and England’ (started 2007, completed 2011)
  • Mary Fargher ‘Geography, GIS and Place’ (started 2008)
  • Judith Hemingway ‘Spatializing Drugs Discourses: cultural geographies/pedagogies of ‘illicit’ drug-using’ (completed 2001)
  • Phillip Wright ‘Holistic Philosophy and Classroom Practice: an investigative study of the Steiner-Waldorf approach to teaching geography’ (Started 2007, completed 2010)
  • Jessica Pykett ‘The Geographies of Citizenship Education’ (started 2004, completed 2007)

Areas of expertise

  • Digitial media, culture and education
  • Geographical Education
  • Education for Sustainable Development
  • Social and cultural studies of education
  • Curriculum studies
  • Political economy of education

Selected publications and creative works (Research Outputs)

  • Morgan, J., Hoadley, U., & Barrett, B. (2017). Knowledge, Curriculum and Equity Social Realist Perspectives. Routledge.
  • Morgan, J. W. (2017). Teaching geography for sustainability. In M. Jones (Ed.) The handbook of secondary geography (pp. 92-105). Sheffield: Geographical Association.
  • Morgan, J. W. (2017). Are we thinking geographically?. In M. Jones, D. Lambert (Eds.) Debates in Geography Education (pp. 287-297). London: Routledge.
  • Morgan, J. W., Hoadley, U., & Barrett, B. (2017). Introduction: social realist perspectives on knowledge, curriculum and equity. In B. Barrett, U. Hoadley, J. W. Morgan (Eds.) Knowledge, curriculum, equity: social realist perspectives (pp. 1-16). London: Routledge.
  • Morgan, J. (2017). Universities in Britain and the spirit of ’45. In S. Wright, C. Shore (Eds.) Death of the public university? : uncertain futures for higher education in the knowledge economy (pp. 31-46). Berghahn Books.
  • Morgan, J. W. (2016). Post-carbon futures for geography education?. In M. Robertson, E. Po Keung Tsang (Eds.) Everyday knowledge, education and sustainable futures : transdisciplinary approaches in the Asia-Pacific Region (pp. 209-222). Leuveen: Springer.
  • Morgan, J. (2015). Michael Young and the Politics of the School Curriculum. British Journal of Educational Studies, 63 (1), 5-22. 10.1080/00071005.2014.983044
  • Ormond, B., & Morgan, J. (2015). A history curriculum for New Zealand in the 21st century. In J. Morgan (Ed.) The 21st Century Curriculum? (pp. 152-161). Auckland: Edify Ltd. Related URL.
    URL: http://hdl.handle.net/2292/28538
    Other University of Auckland co-authors: Barbara Ormond

Contact details

Alternative contact

N BLOCK EPSOM
Level 5, Room 6EN-553D

Primary location

Level 5, Room 553

Web links