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Advanced Placement Human Geography continues to grow in popularity at the secondary level, but not without its supporters and critics. The purpose of this paper is to examine one critique, the lack of critical geography and then give two examples how teachers could incorporate it using inquiry.

Critical geography examines the praxis between space, place and identity, exposing power imbalances constructed within space and place. Critical geographers also consider how to transform space and place to be more equitable. This paper provides two examples of how critical geography can be infused into content covered in AP Human Geography using the C3 Framework and the Inquiry Design Model. By infusing critical geographic perspectives into AP Human Geography students practice asking questions about inequities in space and place with an opportunity to become agents of transformation.

There is a gap in AP Human Geography when it comes to incorporating critical geography. This paper looks to redress that by providing two examples on how critical geography could be used in an AP Human Geography curriculum.

This collection of two inquiries is given as ways that AP Human Geography instructors could incorporate critical geography into their classrooms.

This issue is a selected bibliography covering the subject of leadership.