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As financial geography has grown into a mature thematic geographic subdiscipline, it is not only time to discuss how to teach financial geography but also to debate its potential contribution to human geography’s wider curriculum, pedagogy and training requirements. This intervention argues that all geographers would benefit from becoming critically financially literate, to obtain Financial Geoliteracy. It will then, drawing on the curriculum design experience of a postgraduate programme in financial geography at Loughborough University, flesh out questions of “what to learn” (curriculum), “how to learn” (pedagogy) and “why we learn” (training) in financial geography. The contribution concludes by reflecting on the required institutional work to make financial geography a mainstay in broader geography curricula.
Michiel van Meeteren (Mon,) studied this question.