Critical Review of Geographic Illiteracy in the United States: A Multifaceted Analysis
Journal of Geography, Environment and Earth Science International · pp. 11–25 · Published 4 Jan 2024
10.9734/jgeesi/2024/v28i1741Abstract
This paper explores the concept of geographic illiteracy in general, and specifically in the United States over the last several decades. The researcher sets out by placing geographic literacy concerns and challenges within the context of the broader literacy challenges raised in the United States in the last quarter of the previous century via the 1983 published landmark education report, A Nation At Risk. Geography illiteracy, also called ‘geo-illiteracy’ is demonstrated from reports and statistics comparing geographic achievements internationally among nations in certain cohorts, and the state of geographic education nationally, is examined. The importance of geography education-literacy is highlighted, and the researcher explores several authoritative sources including organizations, scholars, and writers on the subject, and then from an analysis of the extant literature, devises “Five Theses” as to the causes of geographic illiteracy (culture value thesis, curricular thesis, corporate-economic value thesis, and perceptions of geography thesis). The consequences of geographic illiteracy are then examined under “Five Themes” referred to as ‘challenges’ (environmental-sustainability challenge, economic challenge, national competitiveness challenge, threat to national security challenge, and well-being and happiness challenge). Finally, the researcher presents several recommendations for improving geographic literacy across the United States, noting that a public policy effort by the federal and state governments must ultimately be the most viable solution to improving the geographic knowledge and skills of American citizens.
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Showing 7 of 12 known citations — external sources report more than can currently be individually listed.
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