to make the suggestion to schools that an essential part of an education is the 'practice of change' and that anyone can change their space by re-encoding it, by renaming it, but telling new stories about it, by inventing new rituals and purposes for it, by adding new dimensions to it - and that this is an essential part of a geography education; that understanding comes not by passive accumulation and memorising of facts and critical tools, but by using them and using intuition to change what seems at first solid and recalcitrant space
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