Introduction: “Geography is Everywhere in Children’s Literature” by Pat Oden
“Geography is Everywhere in Children’s Literature” by Pat Oden first appeared in Journal of Geography in 1992. The article explores the integral role of geographic themes in children’s books, arguing that literature naturally introduces young readers to concepts of place, movement, and human-environment interaction. Oden emphasizes that children’s literature can be a powerful tool to integrate geography into early education without requiring curriculum changes or new materials, stating that “books that are already in place in the classroom and library can be looked at anew from a geographic perspective” (Oden, 1992, p. 152). The article illustrates how books like The Desert is Theirs by Baylor (1975) and Paddle to the Sea by Holling (1941) convey rich geographical imagery and themes, making geography accessible and engaging for children. By applying the five fundamental themes of geography—location, place, human-environment interaction, movement, and regions—teachers can foster a deeper understanding of the world in young learners. Furthermore, Oden highlights the importance of visualization and activities, such as mapping exercises and thematic discussions, to reinforce geographic concepts in literature. The article contributes significantly to literary theory by demonstrating how geography extends beyond factual knowledge and shapes narratives, settings, and cultural contexts in storytelling. This perspective underscores the interdisciplinary nature of children’s literature, bridging literary appreciation with spatial awareness and environmental consciousness (Oden, 1992).
Summary of “Geography is Everywhere in Children’s Literature” by Pat Oden
Geography and Children’s Literature: A Natural Combination
- Oden argues that geography is inherently present in children’s literature, either through depictions of real places or the interactions between people and their environments.
- By highlighting these geographic aspects in books, children gain a better understanding of the world while simultaneously improving their reading skills (Oden, 1992, p. 151).
Using Literature to Teach Geography
- Geography can be seamlessly integrated into elementary education through books that contain geographic imagery and themes.
- Oden suggests that “curriculum does not have to be rewritten; textbooks and new materials do not have to be purchased” (Oden, 1992, p. 151).
- Teachers can utilize existing books to emphasize geographic concepts without altering lesson plans.
Criteria for Determining a Book’s Geographic Merit
- A book must first be good literature—engaging, well-written, and able to enhance a child’s knowledge.
- It should also convey at least one of the five fundamental themes of geography: location, place, human-environment interaction, movement, and regions (Oden, 1992, p. 152).
Examples of Geographic Themes in Children’s Books
- Location: I Go With My Family to Grandma’s (Levinson, 1986) illustrates absolute locations through the depiction of New York City’s boroughs.
- Human-Environment Interaction: Shaker Lane (Provensen, 1986) demonstrates environmental changes due to human actions when a dam floods a community.
- Movement: Jafta: The Journey (Lewin, 1983) follows a South African boy’s journey using multiple modes of transportation (Oden, 1992, p. 153).
- Place: Heidi (Spyri, 1945) immerses readers in the Swiss Alps, while Dogsong (Paulsen, 1985) vividly portrays life in the far north of North America (Oden, 1992, p. 154).
Mapping Activities and Teaching Strategies
- Teachers can guide discussions to direct students’ focus on geographic themes.
- Simple questions like “What does the land look like?” help children engage with the geographic aspects of stories (Oden, 1992, p. 155).
- Mapping exercises allow children to track a character’s journey, reinforcing comprehension and spatial awareness (Oden, 1992, p. 156).
Environmental Awareness Through Literature
- Books such as Brother Eagle, Sister Sky (Jeffers, 1991) and The Great Kapok Tree (Cherry, 1990) emphasize the impact of human actions on the environment.
- Oden suggests having students design communities that incorporate sustainable development principles, reinforcing the importance of human-environment interaction (Oden, 1992, p. 157).
Conclusion: Literature as a Gateway to Geographic Learning
- Children’s books serve as valuable tools for teaching geography, connecting literature to real-world geographic understanding.
- By integrating books with structured discussions and activities, teachers can enhance students’ appreciation of geography while strengthening literacy skills (Oden, 1992, p. 158).
Theoretical Terms/Concepts in “Geography is Everywhere in Children’s Literature” by Pat Oden
| Theoretical Term/Concept | Definition/Explanation | Reference from Oden (1992) |
| Five Themes of Geography | A framework for geographic education, including location, place, human-environment interaction, movement, and regions. | “A good framework to use is the five fundamental themes of geography developed jointly in 1984 by NCGE and AAG…” (p. 152). |
| Geographic Literacy | The ability to understand and analyze geographic information and concepts through reading and interpretation. | “By emphasizing these geographic concepts in the reading of the book… students’ geographic awareness and knowledge increase” (p. 151). |
| Place-Based Learning | Learning that is grounded in real-world locations and their characteristics. | “Authors develop a strong sense of place through descriptive narrative and/or vivid illustrations” (p. 154). |
| Human-Environment Interaction | How humans adapt to, modify, and impact their environment. | “During the course of the story, the landscape around Shaker Lane is altered drastically when the county decides to build a dam…” (p. 153). |
| Geographic Representation | The use of maps, charts, and other visual aids to depict geographic information. | “Mapping a story is an excellent way for children to become familiar with maps” (p. 156). |
| Interdisciplinary Learning | The integration of geography into other subjects, such as literature and reading comprehension. | “Curriculum does not have to be rewritten… Books that are already in place in the classroom and library can be looked at anew from a geographic perspective” (p. 151). |
| Environmental Awareness | Understanding how human actions impact the natural world and promoting sustainability. | “Books such as Brother Eagle, Sister Sky… send a strong environmental message” (p. 157). |
| Cultural Geography | The study of cultural products, customs, and practices in relation to geography. | “In When I Was Young in the Mountains, the geography of the Appalachian region is not as obvious but the reader gains an idea of life in a coal mining, mountainous environment nonetheless” (p. 154). |
| Narrative Cartography | The use of storytelling to convey spatial and geographic understanding. | “Tracking the canoe’s progress on a larger reference map is a good mapping exercise” (Paddle to the Sea, p. 156). |
| Educational Scaffolding | Providing structured learning experiences that support skill development in students. | “An activity to accompany the discussion… is to make a five-theme chart that categorizes the geographic terms” (p. 155). |
| Experiential Learning | Learning through direct experience, such as mapping exercises and geographic activities. | “Students design a community in a certain region using a base, virgin land as yet unimpacted by humans” (p. 157). |
Contribution of “Geography is Everywhere in Children’s Literature” by Pat Oden to Literary Theory/Theories
1. Ecocriticism (Environmental Literary Theory)
- Oden highlights how children’s literature engages with the environment and how stories reflect human-environment interactions.
- Books such as Shaker Lane depict the impact of human activities on nature, reinforcing environmental awareness (Oden, 1992, p. 153).
- “Books such as Brother Eagle, Sister Sky… send a strong environmental message” (p. 157).
- This aligns with Ecocriticism, which examines the representation of nature and ecological concerns in literature.
2. Place and Space Theory (Human Geography in Literature)
- The article emphasizes how a strong sense of place is created in children’s books through vivid descriptions and illustrations.
- “Authors develop a strong sense of place through descriptive narrative and/or vivid illustrations” (p. 154).
- The discussion on books like Dogsong (Paulsen, 1985) and The Cow Who Fell in the Canal (Krasilovsky, 1957) illustrates how geographic space shapes literary narratives.
- This contributes to Place and Space Theory, which explores how geography influences identity, culture, and storytelling.
3. Reader-Response Theory
- Oden suggests that children’s interaction with literature deepens geographic thinking and personal connections to places.
- “Mapping a story is an excellent way for children to become familiar with maps” (p. 156).
- By emphasizing how children interpret geographic elements in books, the article supports Reader-Response Theory, which argues that a reader’s background and experiences shape the meaning of a text.
4. Interdisciplinary Literary Studies
- The article demonstrates how geography and literature intersect in education, without requiring curriculum changes.
- “Curriculum does not have to be rewritten… Books that are already in place in the classroom and library can be looked at anew from a geographic perspective” (p. 151).
- This supports Interdisciplinary Literary Studies, which integrates literature with other disciplines like history, geography, and environmental studies.
5. Cultural Studies and Postcolonial Theory
- Oden explores how regional and cultural identities are shaped through storytelling.
- “In When I Was Young in the Mountains, the geography of the Appalachian region is not as obvious, but the reader gains an idea of life in a coal mining, mountainous environment” (p. 154).
- Books like Jafta – The Journey (Lewin, 1983) depict South African cultural landscapes, contributing to discussions on regional representation and cultural identity.
- This aligns with Cultural Studies and Postcolonial Theory, which examine how literature represents diverse cultures, power dynamics, and place-based identities.
6. Structuralism (Themes and Narrative Patterns)
- Oden applies the five themes of geography (location, place, human-environment interaction, movement, and regions) as a structural framework for analyzing literature.
- “At least one of the themes is always present; often there are two or more” (p. 152).
- This supports Structuralism, which argues that literature follows identifiable patterns and structures.
7. Bildungsroman (Coming-of-Age Stories and Geographic Identity)
- The article discusses how journeys in children’s literature shape identity and development, a key feature of the Bildungsroman (coming-of-age novel).
- Books like Heidi (Spyri, 1945) and Paddle to the Sea (Holling, 1941) depict movement and geographic transformation as essential to character growth (p. 154-156).
- This supports Bildungsroman Theory, where geography plays a role in shaping a character’s experiences and personal development.
Examples of Critiques Through “Geography is Everywhere in Children’s Literature” by Pat Oden
| Literary Work | Geographic Themes Used in Critique | Critique Through Oden’s Perspective |
| 1. Paddle to the Sea (Holling, 1941) | Location, Movement, Human-Environment Interaction | Oden praises the book for its explicit geographic content, including detailed maps and accurate depictions of water systems (p. 154). The story follows the movement of a carved canoe through the Great Lakes, reinforcing geographic concepts in a narrative form that is engaging for children. The book effectively teaches mapping skills and environmental awareness. However, its focus on exploration lacks Indigenous perspectives, which is a limitation in cultural representation. |
| 2. Heidi (Spyri, 1945) | Place, Region, Human-Environment Interaction | Oden highlights how Heidi captures the Swiss Alps as a significant place, using vivid imagery of landscapes and regional culture (p. 154). The novel emphasizes the interdependence of humans and their environment, particularly in rural and mountainous regions. Oden’s geographic analysis strengthens the novel’s cultural authenticity, but a critique could be its romanticized view of rural life, neglecting real-world socio-economic struggles. |
| 3. Shaker Lane (Provensen, 1987) | Human-Environment Interaction, Place, Movement | Oden uses Shaker Lane to exemplify geography’s role in environmental change (p. 152). The book shows how land transforms due to human decisions, such as building a dam that floods a community. The critique praises the book’s strong environmental message, making it a valuable teaching tool. However, its simplistic portrayal of displacement lacks a deeper exploration of socioeconomic consequences on affected communities. |
| 4. The Cow Who Fell in the Canal (Krasilovsky, 1957) | Place, Location, Movement | Oden critiques the book for successfully depicting the Netherlands’ landscapes through illustrations of canals, windmills, and village life (p. 153). The book encourages children to engage with geographic features, making them aware of different environments. However, Oden might critique its lack of depth in explaining Dutch culture beyond its aesthetic appeal, reducing geography to a touristic perspective rather than a dynamic social and historical study. |
Criticism Against “Geography is Everywhere in Children’s Literature” by Pat Oden
- Overgeneralization of Geographic Themes in Literature
- Oden assumes that all children’s literature contains geographic elements, but some works may not have explicit geographic content and are instead driven by other thematic concerns, such as psychology, ethics, or fantasy.
- Lack of Cultural and Postcolonial Critique
- The article does not sufficiently address how colonial narratives are embedded in geography-related literature.
- Books like Paddle to the Sea focus on Western exploration while ignoring Indigenous perspectives on land and geography (Oden, 1992, p. 154).
- Simplistic View of Environmental Issues
- While Oden discusses human-environment interactions, her analysis does not critically address deeper ecological problems, such as climate change, land rights, and resource exploitation in children’s literature.
- Books like Shaker Lane depict environmental change but lack discussions on corporate responsibility or policy-driven impacts (Oden, 1992, p. 152).
- Insufficient Engagement with Literary Theory
- Oden’s analysis is rooted in geographic education rather than literary theory, leading to a descriptive rather than analytical approach to literature.
- The article does not engage with key literary concepts like narrative space, ecocriticism, or geocriticism, which could strengthen its theoretical impact.
- Limited Discussion of How Geography Shapes Identity in Literature
- While Oden emphasizes place and movement, she does not deeply explore how geography shapes character identity and cultural belonging in children’s books.
- For example, Heidi presents Swiss landscapes as idyllic but does not consider how geography influences class divisions or migration issues (Oden, 1992, p. 154).
- Focus on Western Canon, Ignoring Diverse Global Perspectives
- The article mainly analyzes Western and Eurocentric children’s books, such as Heidi and The Cow Who Fell in the Canal.
- There is little mention of non-Western children’s literature, missing opportunities to discuss geographic narratives from Africa, Asia, or Latin America that present different cultural relationships with land and place.
- Educational Approach Lacks Consideration for Reader Reception
- Oden assumes that children naturally absorb geographic concepts from literature without questioning how children interpret and engage with place-based narratives differently.
- A more reader-response approach could explore how different audiences experience geography in stories based on their own backgrounds and locations.
Representative Quotations from “Geography is Everywhere in Children’s Literature” by Pat Oden with Explanation
| Quotation | Explanation |
| “Geographic concepts are present in a large percentage of books—whether a real place is described, leaving the reader with an accurate image of what the place is like, or a situation is presented dealing with people’s impact on the environment.” (Oden, 1992, p. 151) | Oden argues that geography is inherent in children’s literature, whether through direct descriptions of locations or through themes of human-environment interaction. |
| “Since geography is not often taught as a separate subject at the elementary level, using books that are geographical in concepts or portray strong geographical images provides a rich opportunity to bring geography to the forefront in the early grades.” (Oden, 1992, p. 151) | The author highlights how children’s literature can supplement geography education, particularly when geography is not a distinct subject in early education. |
| “A book can be the vehicle that conveys a geographical message to students, whether it is the geographic theme of place—as in The Desert is Theirs (Baylor 1975), in which the desert becomes a special, real place—or focused on the feeling of the culture of a region that one gets when reading In Coal Country (Hendershot 1987).” (Oden, 1992, p. 152) | Oden asserts that books do not need to be explicitly about geography to communicate a geographical message, and she gives examples of books that illustrate place and regional identity. |
| “The five fundamental themes of geography—location, place, human-environment interactions, movement, and regions—thread through books and can be used to stimulate geographic thinking.” (Oden, 1992, p. 152) | Oden applies the Five Themes of Geography, developed by the National Council for Geographic Education (NCGE), as a framework for analyzing geography in literature. |
| “The movement theme is quite apparent in Jafta the Journey (Lewin 1983). Jafta is a young South African boy who travels on foot and by oxcart, bus, and ferry from his rural village to the town where his father works.” (Oden, 1992, p. 153) | This illustrates how literature can convey the concept of movement by depicting characters traveling across different landscapes and utilizing various modes of transportation. |
| “The theme that runs through the majority of the books and is also the easiest of the themes to identify is place. Authors develop a strong sense of place through descriptive narrative and/or vivid illustrations.” (Oden, 1992, p. 153) | Oden argues that “place” is the most prominent geographical theme in literature, often emphasized through vivid descriptions and illustrations that create a strong sense of setting. |
| “Books such as Brother Eagle, Sister Sky (Jeffers 1991), The Great Kapok Tree: A Tale of the Amazon Rain Forest (Cherry 1990), and Shaker Lane (Provensen 1987), in which the theme of human/environment interactions is predominant, send a strong environmental message.” (Oden, 1992, p. 154) | The author emphasizes how children’s books can communicate environmental concerns, particularly how humans interact with and alter natural landscapes. |
| “Mapping a story is an excellent way for children to become familiar with maps. It not only develops the skill of reading a map but aids in the important reading comprehension skill of sequencing events.” (Oden, 1992, p. 154) | Oden introduces a pedagogical strategy where children engage with geography by mapping events from a story, reinforcing both geographical and literacy skills. |
| “There is a marvelous selection of children’s books that are filled with geography available on library and bookstore shelves today. When reading them and following them up with a structured activity or with a focused discussion, these books can become the link between the classroom and the real world.” (Oden, 1992, p. 155) | Oden suggests that literature bridges the gap between education and real-world geography by encouraging interactive discussions and activities. |
| “The message the student receives is that reading leads to discovery and to a better understanding of the earth and its people. This is a grand geography lesson to associate with good reading.” (Oden, 1992, p. 155) | The article concludes with the idea that literature fosters both geographic literacy and a broader cultural awareness, positioning books as tools for discovery. |
Suggested Readings: “Geography is Everywhere in Children’s Literature” by Pat Oden
- Oden, Pat. “Geography is everywhere in children’s literature.” Journal of Geography 91.4 (1992): 151-158.
- Leander, Kevin M., et al. “The Changing Social Spaces of Learning: Mapping New Mobilities.” Review of Research in Education, vol. 34, 2010, pp. 329–94. JSTOR, http://www.jstor.org/stable/40588181. Accessed 23 Feb. 2025.
- Lamme, Ary J. “Geography and Children’s Literature.” Internationale Schulbuchforschung, vol. 11, no. 1, 1989, pp. 27–37. JSTOR, http://www.jstor.org/stable/43056927. Accessed 23 Feb. 2025.
- Winchester, Hilary P. M. “The Geography of Children.” Area, vol. 23, no. 4, 1991, pp. 357–60. JSTOR, http://www.jstor.org/stable/20003023. Accessed 23 Feb. 2025.
- Sibley, David, and Sarah James. “Children’s Geographies: Some Problems of Representation.” Area, vol. 23, no. 3, 1991, pp. 269–71. JSTOR, http://www.jstor.org/stable/20002994. Accessed 23 Feb. 2025.