Lost in Translation: Cross-Cultural Experiences in Teaching Geo-Genealogy

This paper reports on a cross-cultural outreach activity of the current UK ‘Spatial Literacy in Teaching’ (SPLINT) Centre of Excellence in Teaching and Learning (CETL), a past UK Economic and Social Research Council (ESRC) grant, and shared interests in family names between Japanese and UK academics. It describes a pedagogic programme developed for Japanese postgraduates and advanced undergraduates that entailed quantitative and qualitative analysis of the spatial distributions of Japanese family names. The authors describe some specific semantic, procedural and theoretical issues and, more generally, suggest how names analysis provides a common framework for engaging student interest in GIS.     

State Support for Higher Education: A Political Economy Approach

This research examines state support for higher education by first ascertaining the amount supplied and demanded of this service. The approach assumes that supply and demand occur simultaneously, and that each is affected by higher education spending policies among the states. We argue that enrollment is the most satisfactory proxy for both supply and demand. State policy is measured as expenditure effort. We estimate three time-series equations using two-stage least squares regression with data for the years 1986–95. In the final equation, supply/demand (enrollment) emerges as the strongest predictor of state spending effort. Commitment to higher education (effort) is also especially sensitive to variations in the number of employees (per student). Employee costs clearly are a major factor in fueling increases in state higher education spending effort. State per capita income exerts a negative effect on the final dependent variable. Poor states exert greater financial effort in support of their colleges and universities than do more affluent states.     

The politics of education for globalisation: managed activism in a time of crisis

Since the 1990s, governments of the Organisation for Economic Co-operation and Development (OECD) have begun to promote their foreign aid politics domestically via global education. This policy remit has its origins in civil society and has been combined with a stated aim on the part of governments to prepare populations for globalisation, but also to convince populations of the need for increased aid spending in the context of various challenges, including calls for aid effectiveness, large-scale protest by the metropolitan left and rising parochialisms that diminish cosmopolitan world views. In the context of the apparent spontaneity of political mobilisation globally, this article seeks to qualify the optimism of the political sociology and social movements literature on the network society by comparing two OECD government remits for global/development education in the UK and Australia, which are attempts to manage or socially engineer civic activism and engagement. The problem which this article addresses is that, on the face of it, state funding of ‘global education’ appears to be a success of the activism of educators combined with the networked advocacy efforts of development non-governmental organisations, except that it has occurred in tension with international drivers to use education to further global economic competitiveness and governments' desire to promote their own foreign aid spending in a climate of falling legitimacy. This phenomenon of state funding for global education might be considered an elaboration of network politics, but this article argues that it must equally be read, via Gramsci, as a hegemonic contest in the struggle for subject production appropriate to the global knowledge economy.     

Emotional geography of education for history learning

ABSTRACT

This conceptual paper explores two empirical examples to illustrate the need for ‘emotional geographies of education’ in relation to history learning at the level of primary education. It uses discursive analysis to analyse a specific WW2 history project, from a public school in England, to highlight the necessity to bridge formal environments of learning such as educational institutions, and informal spatialities of learning like the home and the community which provide the ‘funds of knowledge’ that students bring into the classroom. The article then discusses emotionality in the classroom (as a formal space of learning) by analysing pedagogical tools, such as testimonial literature used to facilitate emotional understanding of events like the Holocaust. Drawing from the literature on safe space, this article presents the nuances that have been raised with regard to power, dialogue and emotion, in relation to the discussion of classrooms as spaces of critical engagement with history.     

The Firm and Shaky Ground of Education for Sustainable Development

This paper employs academic and parable forms to evaluate critically the strengths and weaknesses, potentials and lacunae of education for sustainable development (ESD) and other sustainability-related educations. The meteoric rise to prominence of ESD is first briefly reviewed, as is the firm ground it now stands upon as an international and national educational priority. The remainder of the paper explores the shaky ground of ESD: the field's reliance on a goal, sustainable development, which, in its by-and-large continued embrace of the growth principle, is a myopic response to the Earth condition; the field's embrace of an instrumentalist conception of nature when such a conception itself feeds unsustainability; the overly skills/training orientation of ESD and its stunted engagement with a range of key aspects of the human-nature relationship; the failure of ESD to realize its original breadth and promise in its marginalization of the voice of peace, social justice, anti-discriminatory, indigenous and futures educators as well as that of sustainability educators in the South; its adoption of an anachronistic ‘steady state’ conception of nature. Finally, it is suggested that sustainability-related education would be enriched and enlivened by fomenting a dynamic complementarity between notions of transience and sustainability     

A capabilities approach to higher education: geocapabilities and implications for geography curricula

A geographical education offers more than skills, subject knowledge and generic attributes. It also develops a set of discipline-specific capabilities that contribute to a graduate’s future learning and experience, granting them special ways of thinking for lifelong development and for contributing to the welfare of themselves, their community and their world. This paper considers the broader purposes and values of disciplinary teaching in contributing to individual human development. Set in the context of recent debates concerning the role of the university and the neo-liberalisation of higher education this paper explores approaches to developing the geography curriculum in ways that re-assert the educational value of geographical thinking for students. Using international examples of teaching and learning practice in geography, we recognise five geocapabilities: use of the geographical imagination; ethical subject-hood with respect to the impacts of geographical processes; integrative thinking about society–environment relationships; spatial thinking; and the structured exploration of places. A capabilities approach offers a productive and resilient response to the threats of pedagogic frailty and increasingly generic learning in higher education. Finally, a framework to stimulate dialogue about curriculum development and the role of geocapabilities in the higher education curriculum is suggested.     

浅谈素质教育形势下高中体育教学的开展

学校教育正在全面推行素质教育,作为学校教育重要组成部分的体育,既是素质教育的重要内容,又是实施素质教育的重要手段,具有其它学科不可代替的作用。如何在中学体育教学中实施素质教育,促进学生全面发展,本文以素质教育的本质特征及内涵为基点,从体育教学的角度,对实施素质教育的基本要求、基本内容进行阐述。并对体育教学体制应如何适应素质教育这一根本问题提出一些看法。     

Addressing the new agenda for fieldwork in higher education

Abstract

Recent changes in higher education in the UK effectively make the traditional mode of fieldwork delivery unsustainable. This, coupled with criticisms of past fieldwork practices, suggests the need for a thorough re‐evaluation of the role and delivery of fieldwork programmes in contemporary higher education. A prudent place to start addressing this new agenda is an evaluation of some basic educational theory and the objectives of fieldwork. From such basic considerations, some of the contemporary problems with teaching fieldwork can be more effectively tackled and strategies for designing field exercises devised.     

Educational Innovation and the Market for Geographers in Hungary

This paper examines the status of geography in higher education in Hungary. Stress is placed on reforms begun in the 1990s to launch new curricula for training professional geographers. The authors played an important role in developing this new curriculum by introducing new subjects into geography programmes, working out the scope and sequence of courses, obtaining accreditation and carrying out market research for graduates. The project was motivated by a decline in demand for geography and geography teachers in secondary schools accompanied by an increase in demand for geographers trained to work in public administration, government and business. The graduates of the new professional geographer curriculum receive a practice-oriented education designed to cultivate their spatial problem solving and applied geographical skills. In this paper the authors present the steps in the curriculum reform and suggest that it may serve as a model for reform in a number of nearby countries planning to join the EU.     

Care-less spaces and identity construction: transition to secondary school for disabled children

There is a growing body of literature which marks out a feminist ethics of care and it is within this framework we understand transitions from primary to secondary school education can be challenging and care-less, especially for disabled children. By exploring the narratives of parents and professionals, we investigate transitions and self-identity, as a meaningful transition depends on the care-full spaces pupils inhabit. These education narratives are all in the context of privileging academic attainment and a culture of testing and examinations. Parents and professionals, as well as children are also surveyed. Until there are care-full education processes, marginalisation will remain, impacting on disabled children’s transition to secondary school and healthy identity construction. Moreover, if educational challenges are not addressed, their life chances are increasingly limited. Interdependent caring work enables engagement in a meaningful education and positive identity formation. In school and at home, care-full spaces are key in this process.     

Intergenerational comparison of education attainment and implications for empowerment of women in rural Kenya

An intergenerational comparison of education attainment and empowerment across two generations of Kenyan rural women population was undertaken. The study employed a longitudinal analysis of quantitative data derived from the Demographic and Health Survey databases. The survey captures relevant demographic background on the two generations of women. The study undertakes to compare the education attainment and empowerment outcome measures of socioeconomic status, household size, and fertility rates between the two cohorts of women. It also contrasts the experience of the women who accessed education in the era characterized by the welfare state (1989 cohort) with those who came of age in the austerity years of neoliberalism (2008/2009 cohort). The research established that the majority of women in both cohorts had limited access to education. However, women who accessed more education were more likely to show characteristics of empowered individuals – they had smaller households, fewer children, and were relatively wealthier. The results demonstrate that meaningful empowerment through education can only be realized if more women access levels of education beyond the basic education focus that is dominant in international development discourse.     

An Inter national Perspective on Developing Skills through Geography Programmes for Employability and Life: Narratives from New Zealand and the United States

If there is a universal question that most academic geographers have been asked by students, it is “What can I do with geography?”. We argue in this paper that an important dimension of quality improvement in geography education is closing the gap between the perceived social usefulness of the subject (suggested by evidence to be relatively low) and the realities of what a subject offers as preparation for workplace roles (rated on evidence as relatively high). A potentially central part of the International Network in Learning and Teaching (INLT) Geography in Higher Education, therefore, is communicating information about skills for employment and life that are obtainable from geography-inspired instructional programmes. But behind the seemingly straightforward task of communicating a message is in fact a much more fundamental issue-getting to grips with socio-economic changes that are rewriting the nature and place of geographic learning and teaching. We suggest that positive outcomes from efforts to improve the quality of learning and teaching of geography will depend in part on strengthening and stabilising geography's image, particularly in the eyes of school and university students. We conclude that initiatives, already underway in several countries to popularise the 'skills profile' of a geography education, offer a framework for reimaging the subject.     

Education for what? Shaping the field of climate change education with children and young people as co-researchers

ABSTRACT

Children and young people are often positioned as the next generation of leaders in whom the public imagines or expects to overcome the legacies of climate and environmental inaction. Increasingly analyses of progress in environmental education independently identify the need for researchers and teachers to ‘listen to children’s voices’. In this paper we argue that climate change education presents a significant platform not only for youth voices, but also for a genuine activation of children’s political agency in schools, universities, and the public domain. In so doing, we draw upon the government funded project Climate Change?+?Me, which has involved working with 135 children and young people from across Northern NSW, Australia as co-researchers investigating young people’s voices in climate change. We conclude that climate change education can open up an entirely new field of educational experience and inquiry when it is inclusive of and led by young people.     

Mathematical education for geographers

Abstract

The mathematical topics which are of use to geography students are outlined, as are the methods used for teaching mathematical techniques in geography courses at Leeds over the last few years. The concluding section relates practice to goals, and the problems of providing the student with a framework into which he can fit all the pieces of knowledge he has acquired. Possible future developments are reviewed briefly in the light of the development of new mathematical techniques on the one hand, and criticisms of the existing state of the art on the other. The subject matter of the paper is limited to mathematical education, and there is only indirect and brief concern with statistics.     

A space for feminist mentoring: the role of Geographic Perspectives on Women (GPOW) specialty group in higher education

Abstract

Higher education and organizations within academic disciplines are important spaces for mentoring and other forms of networking. These spaces, however, are often situated in environments that limit equitable and inclusive opportunities for early career and underrepresented scholars to effectively engage in mentoring. This paper contributes to critical feminist scholarship that examines how organizations in higher education can offer supportive mentoring spaces for women, early career faculty, and scholars from diverse backgrounds. The analysis focuses on the Geographic Perspectives on Women (GPOW) Specialty Group of the American Association of Geographers (AAG) as a space for faculty, students and other geographers to enhance their professional and personal success. Our analysis draws from the results of an international survey, a focus group discussion, and reflexive participation of feminist geographers aligned with this specialty group. We examine the ways in which this academic organization, and the informal and formal networks it cultivates, attempts to foster an anti-oppressive mentoring community of feminist geographers. We also analyze how these networks are shaped by and embedded in neoliberal institutions in the discipline of geography and higher education as a whole. This discussion offers important insights to growing research and initiatives that support mentoring for women, feminists, and others concerned with building more inclusive and socially just spaces in academia.     

School geography: some key issues for higher education

Abstract

Recent changes in the character and organisation of the school curriculum in England and Wales are making a direct impact on geography. Despite its place in the National Curriculum for 5–14‐year‐olds and its current popularity in public examinations at 16 + and 18 +, there are growing indications that geography may not be guaranteed security, status or quality in the long term. In particular, geography's position may be threatened in the 14–19 curriculum by its failure to be included in the statutory core, by increasing competition from vocational courses and by the possibility of further changes now proposed for the 16–19 qualification structure. There is also evidence of a growing discontinuity in content and approach between geography at school and in higher education. Threats to geography in schools are likely to have a direct impact on the supply of students to higher education and on the continuity of educational experiences. It is suggested that there needs to be a greater dialogue and joint school/higher education activity not only to ensure continuity and progression in the existing situation, but also to influence the next round of school curriculum change. Some areas for potential action are identified and these may have wider relevance to geography educators in other countries.     

Geography's secret powers to save the world

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.     

Children's Space and Interests: Constructing an Agenda for Student Voice

Student voice is now a more prominent feature of the education policy agenda in England and Wales. The introduction of citizenship education and the demands on schools to become more socially inclusive have forced educationalists to look more critically at the most popular expression of student voice, the school council. Drawing on empirical data from four secondary schools, this paper explores the strategies adopted by students and staff in establishing the position of the school council both as a mechanism for the expression of students' interests and as a possible forum within a broader decision-making process in school. As such the paper provides an insight into new ways of governance that may resonate with young people's experiences in other settings, both temporal and spatial.     

How should tourism education values be transformed after 2020?

Abstract

Values and axiology are necessary components for successful and meaningful tourism education and research. They especially need to be revisited in considering the future of higher education in a COVID-19 world. If transformation means to bring about a substantial change in a positive direction, then the COVID-19 pandemic might be a blessing in disguise for tourism higher education, as a substantial change has been due for quite some time. The transformative powers that education offers are seen in the individual through the internal and external transformations of learners. Higher education holds the promise of transforming society, but it is widely criticized for being too enmeshed in neoliberal values, which weakens it ability to productively equip students with capacities to transform the society they are entering. Education, both generally and more specifically tied to tourism higher education, requires a stronger awareness of lived values and aspirational values to transform how education is carried out. These include, for example, an emphasis on wellbeing indicators over revenue and tourist arrival numbers. All humans act and plan for their futures according to their lived values, but such values are hardly ever overtly acknowledged in research or in daily parlance. The COVID-19 pandemic is stirring up a new search for these lived values in a context where past formulas are failing on a global scale.     

Rotten to the core: Against a core curriculum for geography in UK higher education

Abstract

This paper examines some of the main reasons why a core curriculum for UK higher education is seen as being desirable, and challenges these arguments with particular reference to geography. It suggests that a core curriculum would be damaging for six main reasons: that problems exist over the identification of central elements which could provide the basis of a core; that the higher education experience should be enlightening rather than dehumanising; that the strength of geography as a very broad discipline would be damaged by the imposition of a core; that much of the most exciting geographical ‘knowledge’ is created at the research frontier rather than in any potential core; that there are problems over the choice of people who might determine any core; and that there are serious questions over precisely in whose interests a core might be created.