TEACHING ECONOMIC-GEOGRAPHY IN ANGLOPHONE CANADA

A survey of the teaching of the introductory economic geography course in the English-language universities of Canada reveals considerable diversity of course content. Orientations vary from location theory to global system analyses. Students are generally positive about changes in course content that give greater coverage of globalisation, environmental issues and the geography of enterprise. Many instructors note a lack of critical thinking and of lay knowledge of 'how the economy works' among students. Syllabus overload is a reality, as is the overwhelmingly 'masculine' character of what is taught. Both these features demand constructive responses.