Internationalising Geography in Higher Education: Towards a conceptual framework

Key issues relating to the internationalisation of geography in higher education are explored. Drawing on past experience, critical questions are posed regarding the goals, ownership, management and operation of a proposed international network for teaching and learning in geography in higher education. It is argued that those developing the network must learn from the lessons of the past, both to avoid repeating avoidable mistakes and to ensure that the network successfully achieves its intended aims.     

Virtual Geographies and the Use of the Internet for Learning and Teaching Geography in Higher Education

Despite the plethora of teaching materials that are available on the Internet to enhance geography higher education, few assessments of the effectiveness of these materials exist. This symposium collects papers that provide guidelines for using the Internet effectively for teaching geography. Students must learn how to use the Internet effectively to promote learning; instructors need to learn how to use the Internet effectively to promote good practice in higher education; instructors need to learn how to use the Internet effectively to enhance learning; and higher educators need to learn how to use the Internet effectively not only in traditional classroom settings, but in new, non-traditional settings such as those used for distance learning. These papers provide some assessment of these various aspects of using the Internet for teaching geography in higher education.     

Professionalising Teaching: enhancing the status of teaching,improving the experience of learning and supporting innovation in higher education

Extant literature on professions suggests that there is a readily recognisable set of characteristics of a profession, but this is a contested issue, particularly in the area of recognising the professionalism of those who teach and support learning in higher education. In the UK, the Institute for Learning and Teaching was set up as a result of the Dearing report to recognise the experience and expertise of those working in these areas. The ILT offers a model for professionalising teaching, to which continuous professional development (CPD) is key. Geographers and those who teach related subjects are already in the vanguard of this activity.     

Integrated IT-based Geography Teaching and Learning: A Macquarie University case study

Use of information technology (IT) is increasingly common in geography teaching and learning. This paper outlines a still relatively unusual initiative involving the integrated use of a variety of IT-based components across all aspects of a large course unit. Multiple evaluations reveal strongly positive reactions to the IT-based approach and the time and place flexibility offered; there are few technical impediments to, and no detectable gender differences in, students' use of the system. Most aspects of the integrated approach work well, although it has not yet succeeded in facilitating a genuinely participative online dialogue. Many aspects of the initiative can be transferred cost-effectively to other contexts.     

From Hawaii to Glasgow: The International Network for Learning and Teaching Geography in Higher Education (INLT) Five Years On

This paper examines and reflects on the activities of the International Network for Learning and Teaching Geography in Higher Education (INLT) from its founding at the Association of American Geographers' Annual Conference in Hawaii in 1999 to the post-International Geographical Congress workshop in Glasgow five years later. It provides a context and introduction to the following six papers, which resulted from the Glasgow workshop. It is suggested that, despite some of the proposals in Hawaii proving over-ambitious, several other projects have emerged and the INLT continues largely to meet the goals and purposes set out in 1999. Although the desire of the INLT to move beyond its Anglo-American and Australasian origins largely remains a challenge to be met, the INLT has established itself as a valuable forum for the geography higher education community to identify and reflect on similarities and differences in national practices, to engage in debate virtually and face-to-face on issues concerned with learning and teaching, and to bring geographers from different countries to work together on educational projects.     

Using Information Technologies for Collaborative Learning in Geography: A case study from Canada

In this paper, we share our experiences in designing, offering and evaluating undergraduate assignments that used information technologies to help undergraduate students from different universities collaborate on resource and environmental management problems in Canada. We focus on conditions of collaborative learning and peer review, especially how our uses of information technology reduced or increased the challenges of creating the conditions necessary for collaboration. In particular, we consider our successes and setbacks regarding five challenges: (1) composing effective groups, (2) providing sufficient time, (3) encouraging individual accountability, (4) enhancing regional perspectives, and (5) incorporating peer review and reducing competitiveness.     

Communities of Knowledge: Teaching and Learning in Maritime Archaeology

This paper explores the points of contact and divergence between education, training and experience in maritime archaeology. In particular, it is proposed that whilst it is worth developing McGrail’s (Studies in maritime archaeology. British Archaeological Reports, Oxford, 1997) discussion of what should be included when we teach Maritime archaeology, more might be gained from moving beyond individual opinions of instructors. As such, this paper includes an exploration of both my own answers to the questions offered in the call for papers and those of past and present Southampton students. What emerges from this comparison is that by focusing too closely on the specifics of what is (or should be) taught, we miss out on what students actually gain from courses and more broadly what we gain as a community.     

Learning from experience: Cultural policies and cultural democracy in the 20th century 1

Abstract

The discussion of the multicultural society has long been current in Danish social and educational policy, but it is only at the turn of the millennium that the issue has been placed on the agenda in a serious way in relation to the Danish national cultural policy. The transformation from a homogenous identity concept to the acceptance of a diversity of voices and interpretations is occurring only slowly in both the production and dissemination of art and culture. In the cultural policy discourse up through the 1980s there is an acute lack of discussion about the ethnic or multicultural. Far up into the 1990s, the cultural political contributions within the multicultural field are left to the social or humanitarian organs, with integration as the general goal. At the advent of the millennium we can identify greater openness and interest for the multicultural field. In the evaluation of The Ministry of Culture's Development Fund I have analysed the subsidized activities according to the strategies of ethnic revival , interculturalism and hybridisation , and in the article I discuss the problems of formulating criteria for artistic quality in an area new to members of the board. On this background I discuss the relation between multiculturalism and cultural diversity , where I find the concept of cultural diversity to be a better reflection of the new hybrid cultures, which not only transcend boundaries and traditional cultures but dissolve them and create new expressions across genres and cultural forms.     

Fortifications and Enclosures in European Prehistory: A Cross-Cultural Perspective

This article reviews recent research into the archaeological interpretation and investigation of fortifications and enclosures during the Neolithic and Bronze Age in Europe. Recent methodological, technological, and cultural developments have expanded our understanding of the temporal, spatial, and formal variability of these features on the landscape. Interpretations of this variability also have varied with different theoretical trends in the discipline. We advocate a cross-cultural approach that focuses on the occurrence of enclosures and fortifications over the long term at the continental scale. Such a macroscalar approach complements interpretive frameworks at the regional and microregional scales. The geographic and temporal distribution of these features indicates that social institutions associated with principles of segmentation and substitutability became formalized and tethered to the landscape during the Neolithic.     

西欧都市旅游免费信息的观察与思考——以德国、奥地利和荷兰若干城市为例

作者借助公务考察之机,对所访问的若干欧洲城市在机场、车站、酒店、游客中心等场所提供的纸质免费信息进行了有意识的观察和搜集。本文详细分析了这些纸质免费信息的类型、内容和特点;针对我国快速发展的都市旅游业中如何满足游客对信息的新需求,提出了其启示和借鉴意义。     

Learning to be a man: public schooling and apprenticeship in late medieval Manosque

This article looks at teachers' contracts and apprenticeship contracts from the Provençal town of Manosque. It argues that, in late medieval Manosque, education was institutionalised and gendered. Manosquin society implemented formal systems in order to inculcate a particular type of masculine identity. This identity, a function of the growing burgher class of townsmen, was driven by rapid urban expansion, economics, and secularisation. This article demonstrates how gender acquisition took place. It also explores in detail the form and content of secular schooling for young boys and apprenticeship for adolescents.     

Gowin's Knowledge Vee and the Integration of Philosophy and Methodology: A Case Study

This paper reflects upon the five case studies that comprise the collection on the theme of 'teaching geography to non-geographers'. Key themes are discussed and an agenda for pedagogic research is outlined.     

Late Middle and Early Upper Paleolithic Evidence from the East European Plain and Caucasus: A New Look at Variability,Interactions, and Transitions

This paper presents analyses of Late Middle Paleolithic (LMP) and Early Upper Paleolithic (EUP) material from the East European Plain and Caucasus. Late Middle Paleolithic industries show a highly variable pattern, although they are formally ascribed to a limited number of technocomplexes. Many of the LMP industries, especially in the Crimea, survived to the time of the transition to the Upper Paleolithic, but data suggesting a local origin of EUP are extremely rare. The transition is generally dated between 32/30,000 and 26/24,000 years, while the most crucial changes coincide with the Stillfried B interstadial. Aurignacian (two variants), Gravettian, and Transitional industries are recognized in the EUP. The presence of Middle Paleolithic traits in the Aurignacian may indicate acculturation, while the Transitional industries might reflect either acculturation or independent local development of new technologies, raising the possibility of local transformation of some Middle Paleolithic into non-Aurignacian EUP industries.     

A case study on the revival of stone quarrying in the late eleventh century: St. Florent,Saumur and Notre-Dame,Noyers

One aspect of the late eleventh-century economic expansion in the west of France was that the abbeys of the region embarked upon an ambitious program of construction. Many houses decided to rebuild their abbey church, while the numerous small chapels and churches they received from the newly emerging class of castellans were rebuilt to serve as priories. All this required large amounts of building stone, which was difficult to obtain. For the abbeys of St. Florent, Saumur (Maine-et-Loire) and Notre-Dame, Noyers (Indre-et-Loire) texts survive that throw light on the intricate social and economic relationships that ultimately provided the abbeys with sources of building stone. One finds that the exploitation of quarries was intimately associated with the proliferation of towns and that the abbeys depended upon secular bequests of both towns and quarries to carry out their construction programs.