Students and communities engaging with complex geographical issues require tools to assist them structure and contextualise data. This paper examines the use of mind mapping as a tool in geographical education. Case studies are presented from a sample of undergraduate and cross-cultural educational settings demonstrating the use of mind mapping in communication, analysis and problem solving. In critiquing this educational tool, we conclude that mind mapping is particularly effective with communities whose cultures are strong on visual communication but weaker on written communication and in cross-cultural situations where use of written English would disadvantage learners.
The publisher's version of this article is available at http://dx.doi.org/10.1111/j.1745-7939.2010.01185.x