https://www.eurogeojournal.eu/index.php/egj <p class="text-muted pcustom-height">The European Journal of Geography (<strong>EJG</strong>) (ISSN: 1792-1341 | E-ISSN: 2410-7433) has been the academic e-journal of the <a href="http://www.eurogeography.eu/">European Association of Geographers</a> (EUROGEO). It publishes papers and commentaries from across the discipline of geography and beyond, serving as a space for critical engagement. The journal is based on EUROGEO's goal to make European Geography a worldwide reference and standard.</p> <p class="text-muted pcustom-height">In addition to serving as a source reference and archive of advancements in geographical research, EJG aims to provide a platform for communication between researchers and professionals concerned with the following topics:</p> <p class="text-muted pcustom-height">Urban Geography, Transport Geography, Economic Geography, Environmental Geography, Cultural &amp; Historical Geography, Health Geography, Geographical Education, Teaching Geography, Spatial Analysis, Geographical information systems (GIS), Geo-spatial Information Science, Cartography, Regional Science, Tourism, Cities, Spatial Planning, Sustainability, and Resilience.</p> <p class="text-muted pcustom-height">The journal particularly encourages papers on innovative applications and theories in the fields above, or of an interdisciplinary nature. Submissions, however, are encouraged to have a European dimension.</p> <p>EJG is a <a href="https://www.scopus.com/sourceid/21100301417?origin=resultslist">Scopus-indexed</a> Journal that operates a double-blind peer-review policy (<em>Q1 in Cultural Studies, Q2 in Urban Studies, Q2 in Demography, Q3 in Geography, Planning &amp; Development</em>).</p> <p><strong>All authors can submit and publish their work free of charge.</strong></p> <p><strong>All articles are made freely and permanently available online through open-access publication.</strong></p> <p><em>CiteScore 2024: <strong>1.8</strong> <strong>-</strong> Speed/Acceptance: <strong>69</strong> <strong>days</strong> avg. from submission to first post-review decision <strong>-</strong> Acceptance Rate: <strong>19%</strong></em></p> en-US abartzok@mail.ntua.gr (Dr. Alexandros Bartzokas-Tsiompras) sec@eurogeojournal.eu (Administrator) Sat, 24 Jan 2026 00:00:00 +0200 OJS 3.3.0.6 http://blogs.law.harvard.edu/tech/rss 60 https://www.eurogeojournal.eu/index.php/egj/article/view/970 <p>Secondary school geography in Aotearoa New Zealand has a Western-centric curriculum due to the British colonial influence. Despite being the knowledge system of the Indigenous people of Aotearoa New Zealand, mātauranga Māori (Māori knowledge) has been sidelined from geography curricula. A recent system-wide review and overhaul of the national curriculum and assessment system aimed for equal status for mātauranga Māori, respecting it and addressing its exclusion and denigration, and added aspects of decolonising geography, such as critiquing power, to the secondary school geography curriculum. This study investigated how Aotearoa New Zealand secondary school geography teachers understand decolonising and indigenising geography. Qualitative data were gathered through an online survey of 47 geography teachers and analysed using content analysis and reflexive thematic analysis. The study findings are presented as three orientations that teachers take when decolonising geography: decolonising and indigenising geography in the classroom, engaging with Indigenous people to decolonise geography and reflexivity for decolonising geography. In doing so, the research outlines practical implications for geography teachers, initial teacher education and policy.</p> <p><strong>Highlights:</strong></p> <ul> <li><em>Qualitative research involving 47 secondary school geography teachers.</em></li> <li><em>New model of teachers’ three orientations to decolonising geography.</em></li> <li><em>Classroom decolonisation, engagement with Indigenous peoples and reflexivity are required.</em></li> </ul> <p><strong>Contribution to the Special Issue Topics:</strong></p> <ul> <li><em>This empirical research article focuses on the special issue topic of decolonising geography education. It presents ways that geography teachers in Aotearoa New Zealand are decolonising and indigenising geography in the classroom, engaging with Indigenous people, reflecting and learning. This article aims to support geography teachers, teacher educators and policy makers to create more inclusive geography curricula that empower students to navigate uncertain futures in a changing world.</em></li> </ul> Karen Finn, Hana Turner-Adams, Melinda Webber Copyright (c) 2026 Karen Finn, Hana Turner-Adams, Melinda Webber https://creativecommons.org/licenses/by/4.0 https://www.eurogeojournal.eu/index.php/egj/article/view/970 Sat, 24 Jan 2026 00:00:00 +0200