Reimagining Geography Education: Encouraging Students’ Subjectification in School

This article explores the potential of geography to foster students’ subjectification, understood as processes of becoming subjects of their own lives. It establishes an epistemological congruence between subjectification and geography, highlighting the discipline’s capacity to open spaces of existential freedom in and with the world. Building on this foundation, the article proposes a curriculum model that provides students with varied opportunities to encounter pluriversal worlds and reconfigure their positionalities through critical exploration. It concludes by discussing the implications for reimagining geography education beyond the established purposes of socialization and qualification, suggesting directions for curriculum policy, classroom practice, and teacher education.