In this theoretical paper we draw on the concepts of powerful knowledge (Muller & Young, 2019; Muller, 2023; Young & Muller, 2013) and powerful pedagogies (Roberts, 2017) to argue that school geography curriculum is a key site to develop structured teaching programmes for students to extend their knowledge and act as citizens for a sustainable future. We argue that Geography education uniquely opens up opportunities for action with its focus on place-based experiences, that centre students’ schools and their communities. We posit that while important, merely identifying powerful knowledge in geography is not enough, teachers must also engage with geographical ‘powerful pedagogies’ (Roberts, 2017; 2023). Geography as a discipline holds a critical role when it comes to sustainability and education for the future as it makes the links between people and the environment clearly visible, opening their eyes to the bigger picture. Yet for Geography to be a discipline that is powerful for students to navigate their current and future life-worlds it must encompasses action through fieldwork and incorporate dialogue between students, teachers, experts and the public that focus on perspectives and possibilities for praxis – action for the good of humankind (Kemmis, 2023; Mahon, 2020).

This research is a conceptual exploration of powerful knowledge within the context of geography education to demonstrate its influence in shaping a more sustainable future. Acknowledging the abstract nature of the subject matter, our methodology explores and synthesises literature of key theoretical constructs of powerful knowledge, powerful pedagogical practices and praxis. The aim is to unravel the intricacies through a (novel) theoretical lens, providing a nuanced understanding that extends beyond empirical evidence. Our approach began with a comprehensive literature review, drawing from seminal works and use the contemporary perspective of the theory of practice architectures (TPA- Kemmis et al, 2014) to offer a new standpoint that connects the constructs. The TPA serves as the foundation for our exploration to offer a fresh theorising about how powerful pedagogical practices can help to induct pupils into characteristic ways of thinking, saying, doing and relating. This methodological choice allows us to transcend the confines of empirical research methods, opening avenues for new lines of enquiry and critical thinking. By engaging with diverse scholarly perspectives, this research aspires to offer a comprehensive and nuanced conceptual understanding that probes the boundaries of empirical scholarship. Our methodology, a collaborative approach based on many professional conversations over the years, incorporates a synthesis of divergent conceptual perspectives with the analytical framework of the TPA. By bringing these together we offer an integrative synthesis that not only contributes to the theoretical discourse but also offers a platform for generating novel insights and hypotheses. This collaborative approach ensures a multifaceted examination of our evolving conceptual framework, enriching our understanding and refining our interpretations. In conclusion, our methodology is firmly non-empirical to navigate the abstract terrain of geography education in the powerful knowledge debate to offer a new synthesis of theories connecting curriculum, practice architectures and praxis/action for the future.

As educators, we must better understand how to empower young people to be able to access and contribute to powerful knowledge that helps explain and understand the natural and social worlds. Further, we want to equip younger generations to be able to recognise misinformation so they can influence debates to foster a better future in a world grappling with climate change, social inequality and devastating conflicts. In this presentation we argue that geography education, when it incorporates both powerful knowledge and powerful pedagogical practices, is well positioned to engage students in thinking and acting for the good of humankind and, importantly, every other living and non-living thing on the planet -and indeed, the planet itself (Authors, 2023). The theory of practice architectures has provided us a framework to bring together the concepts of powerful geographical knowledge and powerful geographical pedagogical practices for a sustainable future, which is evidence of the notion of geography as a fertile ground for critical educational praxis (Mahon et al. 2020). Critical educational praxis is the action that is driven by knowledge and understanding and a commitment to what is good (Authors, 2023). Geography has an indispensable place in school education to develop knowledge, understanding and criticality for action competence for the future of the planet (Authors, 2023).

Authors (2023) Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P., & Bristol, L. (2014). Changing practices, changing education. Springer Science & Business Media. Mahon, K., Heikkinen, H. L., Huttunen, R., Boyle, T., & Sjølie, E. (2020). What Is Educational Praxis? In Pedagogy, education, and praxis in critical times (pp. 15-38). Springer. Muller, Johan. (2023). Powerful knowledge, disciplinary knowledge, curriculum knowledge: Educational knowledge in question. International Research in Geographical and Environmental Education. 32:1, 20-34. https://doi-org.ezproxy.ub.gu.se/10.1080/10382046.2022.2058349 Muller, J., & Young, M. (2019). Knowledge, power and powerful knowledge re-visited. The Curriculum Journal, 30(2), 196-214. https://doi.org/https://doi.org/10.1080/09585176.2019.1570292 Roberts, M. (2017). Geographical education is powerful if. Teaching geography, 42(1), 6-9. Roberts, M. (2023). Powerful pedagogies for the school geography curriculum. International Research in Geographical and Environmental Education, 32(1), 69-84. https://doi.org/10.1080/10382046.2022.2146840 Young, Michael &Johan Muller. 2013. On the powers of powerful knowledge. Review of Education, 1:3, 229–250. https://doi.org/10.1002/rev3.3017