Stereotyping in German Geography Classes – Secondary Teachers’ Challenges and Strategies

Stereotypes serve as a means to generalize and simplify our complex world. However, they are usually negatively connoted and can lead to discrimination. Frameworks and requirements exist at various scales to address, dismantle, and counteract stereotypes using multidimensional perspectives. However, because many stereotypes are unconsciously reproduced, blind spots may persist. This exploratory qualitative study investigates the role of stereotyping in the specific context of geography lessons. We conducted semi-structured interviews with 13 German secondary school geography teachers, using open-ended questions to gain insights into their perspectives and experiences. Through qualitative content analysis, we found that stereotypes appear across various geographical topics, with Africa being particularly affected. The main challenges facing teachers are time constraints, inadequate teaching materials, rigid curricula, and the need to reduce complexity. Some teachers attempt to address stereotypes, but their strategies are often vague, suggesting a lack of systematic training and reflection in university education. Therefore, our results indicate a discrepancy between the guidelines for addressing stereotyping and the reality in German geography classrooms. Although the surveyed teachers were aware of stereotyping, they are not yet adequately equipped to handle it. Highlights: • Stereotypes persist in geography, notably affecting Africa’s portrayal. • Complexity reduction, time constraints, and rigid curricula contribute to the reproduction of stereotypes. • Teachers’ strategies remain vague, reflecting inadequate training and professionalization in teacher education.