| Abstract: | The popularity of physical geography at all levels of formal education is declining. This paper argues that a key factor in the decline may be the disparity between geographies studied within formal education and the popular geographies encountered during leisure pursuit. Through the example of the Jurassic Coast Project, an initiative for the interpretation of Dorset's coastal landscape, approaches towards the integration of popular and academic geographies are explored. Drawing explicit links between popular experiences and academic knowledge may benefit physical geography, improving its status amongst public and student audiences, and addressing the concerns that surround its decline within higher education. |
