Reciprocity and visual methods in cross-cultural research with Cambodian schoolgirls

ABSTRACT

Secondary schoolgirls’ experiences of persisting at school in rural Cambodia were the focus of this study. The study worked with 43 schoolgirls from two state-run schools. This paper reflects on how reciprocity and visual methods enabled the work of hearing the schoolgirls’ voices across language and cultural barriers. Reciprocity was a central concern and took the form of collaborative knowledge building to establish trustworthiness, as well as various reciprocal acts that ‘gave back’ to those involved in the study. The use of visual methods, such as visual narratives, self-managed video interviews, and advice posters sought to mitigate power differentials, address language barriers, and recognise schoolgirls as experts in girls’ education. The paper discusses the advantages and constraints of this innovative approach, and proposes that cross-cultural research that provides girls with autonomy during the research process is necessary if those working with girls seek to valorise girls’ voices and experiences.     

Network dynamics in collaborative research in the EU, 2003–2017

ABSTRACT

A key objective of the EU Framework Programmes for Research and Innovation is the creation of cross-country research networks. We make use of Social Network tools to describe the evolution of the EU research network across countries on the basis of unique data covering collaborative projects launched during the first four years of implementation of Horizon 2020 and its predecessor programmes, the Sixth and Seventh Framework Programme. We describe the positioning of all EU-countries in the collaborative research network, the positioning of the older member EU-15 and the newer member EU-13 countries in particular, and to what extent the network has been subject to change during the period 2003–2017. EU-15 and EU-13 countries have become more integrated, and some organizations fulfil a bridging function in the EU research network. EU-13 countries are more heavily engaged in parts of the programme on lower complexity research activities.     

From the ground up: cultural heritage practices as tools for empowerment in the Homeless Heritage project

Abstract

The Homeless Heritage project took place across two English cities (Bristol and York) between 2010 and 2014. The project sought to use a range of participatory heritage practices to engage contemporary homeless people in documenting their perspectives on each city. Drawing on data gathered over three and a half years this paper reflects on how collaborative cultural heritage practices can be useful in recording diverse stakeholder perspectives which can become catalysts for social change. It is further argued that two interactive exhibitions that resulted from the Homeless Heritage project contributed to the democratisation of knowledge, aiding negotiation of the complicated politics of contemporary homelessness in valuable ways.     

Towards better cooperative learning in urban planning education

ABSTRACT

Urban planning is a practical multifarious discipline and thus teamwork competence is important for urban planners. Cooperative learning is a possible method of obtaining this competence in the education process. Our aim is to investigate the cooperative learning method on the Urban Planning undergraduate course at the Faculty of Environmental Sciences, Czech University of Life Sciences in Prague. Our paper focuses on the influence of student-directed assessment on free-riding problem, and students´ dealing with teachers´ dissensus. We present student perspectives based on a questionnaire and face-to-face interviews with all students in the final year of the course. The results are discussed considering cultural differences based on aspects of power distance and uncertainty avoidance. Our main findings support the importance of a student-driven approach in collaborative learning as prevention against the free-riding problem, and multiple teacher lessons as prevention against the conformist approach, and to promote critical thinking.     

Redesigning collaborative governance for refugee settlement services

ABSTRACT

Processes of collaborative governance, also known as network structures or joined-up approaches, have been embraced increasingly by policy makers responding to complex and intractable problems. In 2015, a collaborative governance approach was applied in New South Wales to facilitate settlement of 12,000 additional refugees from Syria and Iraq, under the leadership of the Coordinator General for Refugee Resettlement, Peter Shergold. This article examines the success of the initiative, using criteria drawn from collaborative governance and meta-governance literature and evidence from interviews with people working in the refugee sector who were involved in the project. The article concludes that initiative has improved the experience of newly arrived refugees, and identifies some reasons for success, including the existence of a facilitative or collaborative leader. It argues that greater emphasis in collaborative theory be placed on individual capacity, given such a leader’s ability to influence both interpersonal and structural determinants of policy success.     

Semantically Enhanced 3D: A Web-based Platform for Spatial Integration of Excavation Documentation at Alken Enge,Denmark

ABSTRACT

The photorealistic and geometrically accurate 3-dimensional representation of excavations, provided by image-based modeling, has the potential to transform the process of excavation documentation, making it easier to share observations with other researchers. Paradoxically, however, spatial representation lacks the ability to convey archaeological interpretations. By example of excavations in Alken Enge, Denmark, this paper explores how a web-based 3D platform is able to facilitate the collaborative exchange of 3D excavation content and how the integration of spatial and attribute data into one common event-based data model may be advantageous. This includes enhancing the semantic value of field-recorded 3D models by segmenting the geometry using various techniques, such as 3D projections and machine learning. Accordingly, the paper demonstrates a framework for interactive 3D models, which includes attributed classification based on segmented 3D content correlated with traditional raster, vector, and textual data, delivering a spatially integrated platform for collaborative research.     

When Natural met Social: A Review of Collaboration between the Natural and Social Sciences

Abstract

This paper investigates the opportunities for further collaboration between the natural and social sciences. From 81 systematically identified and reviewed papers published in scientific journals, it became clear that complex situations that depend on human behaviour as well as natural processes require natural–social science collaboration. The creation of a community of collaborative natural–social science research, that learns from and can contribute to best practice across the sciences, is advocated to support natural– social science collaboration. Across disciplines, it became clear that such a community should deal with (1) difference between paradigms in the current sciences; (2) creation of skills and competences of the involved scientists; (3) scarcity of institutions sympathetic to collaborative research; and (4) the internal organization of collaborative projects.     

Thinking Outside the Box: Interdisciplinary Integration of Teaching and Research on an Environment and Development Study Programme

Abstract

Interdisciplinary education and research are increasingly in demand in land use, environment and development because understanding complex human-nature relationships requires a holistic approach. While the need for interdisciplinarity is acknowledged by most, in practice, traditional disciplines are still accorded greatest scientific recognition. This article illustrates how interdisciplinarity has been approached on an international education and research programme. A major challenge was how to strike a balance between interdisciplinarity and specialization, and a specific model based on problem-oriented group work and specialized research teams was developed which successfully negotiated this divide, according to a comprehensive student evaluation. International co-operation among Denmark, Thailand, Malaysia, South Africa, Swaziland, and Botswana has revealed structural and cultural barriers to the implementation of interdisciplinary programmes. Successful negotiation of these barriers requires personal relations based on long-term commitment which was achieved in this case through the study programme and annual joint student field courses.     

COMPUTERS AS CARTOGRAPHIC TOOLS

Abstract

In their exploration of an alternative approach to large historical databases, the authors aim to bridge the gap between the anticipations regarding Web-based collaborative work and the prevailing practices and academic culture in social and economic history. Until now, the collaboratory model has been derived from examples in the natural sciences. Moreover, publications on collaboratories in the social sciences and humanities revolved primarily around the potential of this model and were rarely based on actual research practices. In this article, the authors report on practices, risks, and opportunities of collaboratories in the field of social and economic history. The collaboratory model is a feasible alternative for the creation of large historical databases, but the practical challenges of such an enterprise are greater than generally assumed. In the concluding section, the authors formulate a number of guidelines for scholars interested in setting up collaboratories.     

Preparing Geography,Earth and Environmental Science (GEES) Students for Employment in the Enterprise Culture

Maps and related graphics are important means of representing key issues in development education and related themes. This paper examines the use of world maps in materials used in teaching development in higher education and concludes that many are not 'fit for purpose'. Many of these maps create false connotations, which can lead to misleading understandings of key issues.     

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.     

Addressing the 'Seven Principles for Good Practice in Undergraduate Education' with Internet-enhanced Education

This paper evaluates the use of the Internet to enhance learning and to promote good practice in undergraduate education according to Chickering and Gamson's (1991) principles. Results from a survey of 236 geography students over the past 2 years indicate that the Internet can facilitate good educational practices. Students believe use of email encouraged student-faculty contact. Active learning is encouraged, but is not overwhelmingly favoured by students. Prompt feedback is facilitated. Students also believe the Internet materials allow more efficient use of time in and out of the classroom, and enhance their learning .     

Archaeology as a Tool to Illuminate and Support Community Struggles in the Black Metropolis of the Twentieth and Twenty-first Centuries

Abstract

The South Side of Chicago — the 'Black Metropolis' — has been the site of many struggles over the years: for human dignity and civil rights; against restrictive real estate covenants; and to control present-day gentrification, to name a few. This legacy is inscribed on the landscape above and below ground. Black Chicagoans are keen to preserve the material manifestations of prior struggles and use preservation to benefit the current inhabitants of 'Bronzeville'. These activists have welcomed the author into collaborative projects that use archaeology and historic preservation to further their goals. Excavation at the Phyllis Wheatley Home for Girls and the Bronzeville Cultural Garden has contributed to our efforts to identify and present stories of the Great Migration and its consequences. At stake are our understandings of how racial and other identities shaped life in this community in the past as well as the neighbourhood's role in the city's future.     

Internationalising Learning and Teaching: A European experience

This paper focuses on experiences with international learning and teaching in a European (ERASMUS) programme on geography and gender during the period 1990-1998. This programme forms an example of collaborative work in which the author and colleagues experimented with an array of models to bring geography students and teachers of diverse cultural and linguistic backgrounds together. International learning and teaching is a confrontation with diversity. Diversity in language, in the mastery of English and the resulting hierarchies, in learning and teaching cultures and in defining geography form both challenges and opportunities to profit. In this paper the author will expound on the different strategies to deal with linguistic and cultural differences and to break down hierarchies. Furthermore the opportunities to "use" the differences as learning and teaching contexts will be discussed. Geography is a discipline concerning diversity. Direct contact between persons with different cultural backgrounds can form an efficient, effective and stimulating method to learn about differences in geographies and in teaching methods.     

Settlement Patterns and Development of Social Complexity in the Yiluo Region,North China

Abstract

This international, collaborative, and interdisciplinary archaeological program examines changes in settlement patterns from the early Neolithic to the full development of states (ca. 6500–200 B.C.) in the Yiluo region of central north China. Full-coverage regional surveys are integrated with geoarchaeological investigations, ethnobotanical studies, and lithic analyses. The data are used to assess changes in population, environment, land use, agricultural production, and craft production, and to test theoretical propositions regarding the emergence and development of social complexity. Research results suggest a significant sociopolitical transformation taking place in the Yiluo basin during the Erlitou period, including the development of the first four-tiered settlement hierarchy, marked population nucleation, and economic integration between urban center and rural areas. These changes indicate the emergence of the earliest state in China.     

Sagset 77

Abstract

Student reading is frequently seen as a major component of study in higher education, yet the amount actually undertaken frequently falls short of teacher expectations. The use of course readers to encourage and support student reading in geography courses is described and details of one institution's practice are provided as a guide to others of the benefits and pitfalls involved. The authors’ expectations of the value and limitations of readers are tested by means of a student evaluation exercise and some reflections are made on their likely future.     

Nutrient cycling and problem solving: a simple teaching model

Abstract

A compartment model to assist the teaching of nutrient cycling is described. The model makes use of a type of microcomputer now widely available. Examples of the exercises carried out in conjunction with the model are discussed. The exercises are designed to develop a more critical awareness of the literature dealing with nutrient cycling in ecosystems and a deeper understanding of the scientific method.     

Feature Reviews

Abstract

Liberal education has a real, if precarious, place in America. Its purpose is to remind each of us that were all more than middle-class, more than beings with interests or rights. American liberal education finds its resources in classical and Christian thought, both European and indigenous. The main challenge to liberal education today comes from the libertarians.     

Mourning Geography: A Punctum,Strathclyde and the Death of a Subject

Abstract

This article documents the formal consultation held at the University of Strathclyde in 2011 which concluded with a decision to withdraw the geography programme from the academic curriculum. In examining the remains of this consultation, the article offers an understanding of the reactions of staff and students to the proposed closure through the theoretical work on mourning by Roland Barthes and Jacques Derrida. With use of the notions of punctum and studium in particular, it tracks the discursive location, if not definition, of what was and is poignant about geography at this higher education institution.     

The Effectiveness of Internet-based Instruction: An experiment in physical geography

Geographers increasingly use the Internet as an instructional tool in higher education. The effect of Internet-based instruction on learning, however, is essentially unknown. This research involves a matched-pairs experiment that assesses the differences in student performance between a group of students taking an Internet-based lesson in introductory physical geography, and another group learning the same material via traditional classroom methods. Both groups were subject to the same knowledge assessment post-test, and scores were statistically analysed to determine whether one instructional method led to better student performance over the other. Results show that the Internet can be a viable alternative instructional tool compared with traditional classroom methods.