Editorial

Abstract

Welcome to a non-thematic issue on geography education. The rationale behind such an unusual approach is threefold. First, thematic approaches tend to keep manuscripts within a specific framework of schools of thoughts or methods. The papers collected in this issue reach beyond the limits of mainstream scholarship on selected aspects of geography education. They do so by considering–in addition to the mainstream discourse–scholarship published in other languages than English. It was my intention to support the authors in giving voice to knowledge normally accessible to specific communities. Second, authors participating in an issue often feel the need to conform to specific editorial aims and objectives. In doing so, result presentation might experience some alterations according to editorial requirements and needs. The papers published in this issue were free from such constraints. Third, the authors raise issues that might seem unrelated, yet they reflect research needs and interests of specific communities of geography educators at a certain moment. In contrast to regular issues, the paper presented here were developed, reviewed, and, finally, published at the same time.