| Sumario: | The purpose of this paper, prepared to present at the 2018 joint Canadian Association of Geographers (CAG) and International Geographical Union (IGU) regional conference, is to suggest three strategies, framed as proposals, that geography and geography education can deploy to "save the world." The first proposal is to expand explicit instruction in spatial thinking to close gender‐based achievement gaps. The second proposal is to apply research from the learning sciences to develop persuasive geography curricula and instructional materials. The third proposal focuses on ways social media and geospatial technologies can be employed in civic education, an idea termed "spatial citizenship." The paper suggests a re‐envisioning of geography education with an enhanced focus on teaching for, in, and about a world that fully appreciates difference and acts on that appreciation. Key Messages: Explicit instruction in spatial thinking can address gender inequalities and close achievement gaps in STEM subjects.Geographers should use research‐based cognitive strategies to strengthen geography curricula and instructional materials.Geographic and geospatial thinking, along with social media and geospatial technologies, can develop active, participatory, and emancipated individuals, an idea termed spatial citizenship.
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