ABSTRACT
Mentoring matters because of the ways in which it shapes educational practice, teachers’ experiences, the kinds of geographies children and young people engage with in school, and the futures this makes possible. In this conclusion to Mentoring Geography Teachers in the Secondary School we reflect on how, and why, mentoring matters in and for geography education. We then go on to examine how the themes of justice, agency and voice have been raised – both implicitly and explicitly – in and through this edited collection. Here, we consider why these themes are of critical importance to mentors, beginning teachers and geography education more broadly in developing and enacting a progressive vision of mentoring.
