Becoming an Academic Subject: patterns of explanation and evolution

The paper begins by briefly summarising the kind of contemporary accounts of school subjects which arise from sociological and philosophical perspectives. It is argued that socio‐historical investigation into the process of ‘becoming an academic subject’ will provide insights through which to review these accounts. The main core of the paper provides a case study of the evolution of Geography. The Subject begins as a low‐status school Subject stressing practical and pedagogic considerations. Progressively the Subject is redefined under the guidance of the Geographical Association as an academic discipline. Finally a university base is secured (Wooldridge: “it has been conceded that if Geography is to be taught in the schools it must be learned in the universities") and New Geography is launched. In the final section existing sociological and philosophical accounts of school Subjects are critically examined. A new model for investigating school Subjects is tentatively advanced.