Sustainable cities—who put the civil into civilisation?

Abstract

How do we define civilisation? Who created the conditions for the quality of life we now enjoy? Who have been the greatest civilisers? What are our key life support systems and who provides the skills which create them? What do we want from our urban environment and who can give it to us? Are our cities in the prime of life, or are they geriatric? Are they sustainable? These and other challenges are considered and addressed in this review of the infrastructure of modern society and of the choices we face as we embrace the twenty-first century, with the emphasis on the urban environment.     

Two modes of peer teaching in introductory college geography

Abstract

Two modes of using undergraduate students as peer teachers in introductory courses have been developed at the University of Colorado at Boulder. Peer teachers are small group leaders in a human geography course built around role playing simulations; in two physical geography courses they are tutors in a self‐paced system. A separate course provides peer teacher guidance—a course‐within‐a‐course model. Socio‐psychological, pedagogical, economic, and political implications of peer teaching are interpreted after ten years' experience with the programme.     

Engaging Students in the Learning Process: The learning journal

This paper explores the usefulness of the learning journal as a means of actively engaging students in the learning process, based on a case study of a third-year undergraduate geography course. After briefly reviewing the literature on journal writing in different contexts, the paper outlines the approach adopted in the new geography course, in which students were given guidelines on how to write a journal that would be assessed as part of the course. Extracts from students' journals for this course are used to illustrate how they approached the task, and how they viewed the experience. It is concluded that the learning journal has good potential to increase student interest in and engagement with course material, to encourage and empower students to take more responsibility for their own learning, to be more reflective in their study, and to allow them to have a voice and provide valuable feedback to the teacher.     

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 .     

Féministes tant qu’il le faudra! The multiple possibilities of francophone feminist geographies au Québec/Canada

Abstract

This article offers a brief overview of the development of francophone feminist geography in Canada. We begin by situating the review geographically, in order to explain our focus on francophone feminist geography produced in Québec. We then discuss the origins of feminist francophone geography in the 1980s, highlighting the central role of the student reading group, the Collectif de lecture sur l’espace et les femmes, that was formed during that period at l’Université Laval. Tracing the research trajectories of feminist geographical research since then, we argue that feminist geography has become more diverse, but ironically less visible. We conclude by highlighting the central role that graduate and undergraduate students play in pushing forward a feminist geography agenda as they demonstrate the importance of feminist politics era through their research and activism.     

Examining Gender and Community Through Critical Pedagogy

A growing body of literature in critical geography challenges authoritative approaches to the production (and consumption) of knowledge in higher education. Feminist perspectives have contributed to this literature by emphasising the multiple and often conflicting voices of subjects, including those within the classroom. This paper draws from critical and feminist pedagogy in geography to examine student engagement with gender issues in the community. The case study for this analysis is a project in which students volunteer at community organisations and construct their own knowledges of social and political issues.     

Rethinking on Sustainable Rural Development

Abstract

In many countries, rural areas have shown a new spatial-economic dynamics that have meant a contrast with the traditional urban-rural dichotomy. In particular, the need to use economic-ecological sustainability as a guiding principle for new rural development is a prominent feature. But how will rural areas, sometimes suffering from lack of economic development, peripheral positions and relatively low social well-being be able to face new challenges? Can they be attractive, innovative and developed (“hot spots”) while maintaining their sustainability and continuity? This question was the background in conducting our research. Hence, this study aims to answer this question in three steps, namely (i) offering a contemporary overview, (ii) identifying the critical factors for and (iii) developing a set of sustainable development scenarios. In order to reach our aims, we applied the so-called pentagon model and used multi-criteria analysis, namely regime analysis. The data and information deployed in this study were obtained from field surveys conducted in 60 European and 17 Turkish rural areas. The results show that future choices are different among rural users and between European and Turkish villages. European users seem more consistent about their future and their will while the will of Turkish villages are still more concentrated on economic development rather than sustainable development itself.     

Information Retrieval in Cultural Heritage

Abstract

This article discusses the opportunities and challenges of applying modern information retrieval techniques to the cultural heritage domain. Although the field of information retrieval is closely associated with computer science, it originally emerged from library science — also one of the main disciplines concerned with access to cultural heritage material. Hence we are, in a sense, exploring what happens if we bring these strands of research back together again. The article consists of three parts. In the first part, we explain the field of information retrieval and its multidisciplinary nature. In the second part, we discuss how and why the problem of providing access to cultural heritage can be cast naturally as an information retrieval problem. In the third and main part, we present a detailed case study of applying the modern information retrieval approach in practice within a museum.     

Geographic contributions to institutional curriculum reform in Australia: the challenge of embedding field-based learning

Abstract

In the context of continuing pressures from managerialist and neoliberal drivers of university reform in Australia, Macquarie University’s recent undergraduate curriculum innovation, based on “People,” “Planet,” and “Participation,” has resulted in the embedding and integration of experiential learning in its curriculum and institutional framework. Such an approach challenges academic and administrative staff, students, and partners in industry, the community and public sector settings, to engage and collaborate across significant boundaries. This article outlines the scope and nature of the curriculum reform, then considers the way geographers have both shaped and responded to the opportunities it created. In so doing, it proposes a number of challenges and recommendations for geographers who might seek to extend their longstanding commitment to field-based learning through similar reforms. In this regard, the discipline of geography and its tendency to engage with the “field” can offer much in fostering deeply transformative learning.     

International geography field courses: practices and challenges

Abstract

This paper introduces a special issue of the Journal of Geography in Higher Education on the practices and challenges associated with taking undergraduate geography students abroad on field courses. I argue that geography is positioned to benefit from both the internationalization of higher education and the demand by students for global experiences. The papers in this special issue focus on three aspects of international field courses: curriculum design and international partnerships, student engagement during short-duration field courses, and how encounters with place can be aided through reflection and play. I conclude with suggestions for future research on international field courses.     

Teaching Political Theology as Ministerial Formation

Abstract

This article reflects on the experience of teaching political theology to undergraduate students training for public ministry in the Anglican, Methodist, URC and Roman Catholic traditions in a British context. Whilst welcoming the increased profile of political theology within ministerial training this article challenges the continuing tendency towards dualist and instrumental accounts and poses three areas for further reflection and resourcing: relationship between practical, political theologies and theology of action, the need for increased resourcing of Churches as technologies of citizenship; and further reflection on how the nature and contribution of Catholic political theology might be conceived.     

For love or money? Assessing outcomes from direct public investment in film

ABSTRACT

This study examines Australian domestic film performance under two distinct policy regimes with respect to direct investment strategy. In particular, we contrast film performance under two public funding agencies with noted differences in (i) the number of films financed annually, (ii) the average (and maximum) funding per film, and (iii) the involvement of an expert review panel in funding decisions. In addition to box office returns, we consider performance benchmarks related to major film festival screenings, nominations and awards; critical acclaim based on IMDb user and critic reviews; and whether or not the film received a release in the major UK and/or US markets. Finally, we exploit a subset of our data where a ‘two-door’ policy was used for investment decisions that allows us to reflect on our more general results.     

At the nexus of academia and activism: bordermonitoring.eu

Abstract

This paper discusses the question of militant research from a perspective of critical knowledge production. In reference to our work on Dublin II and the European border regime, we discuss controversial issues, pitfalls and challenges we have encountered during out research and campaign activities. Among these are the strategic use of courts and a human rights language, differing modes of knowledge production between activism and academia and the issue of wage. The paper includes a discussion of the current place Asylum holds in the European border and migration regime from a historical and governmental perspective.     

Recent Major Themes and Research Areas in the Study of Human-Environment Interaction in Prehistory

ABSTRACT

We report a study in which we systematically reviewed the recent literature dealing with human-environment interaction in prehistory. We first identified the 165 most highly cited papers published between 2005 and 2015. We then identified the major research themes covered in the sample of papers and assessed whether the themes fall into clusters and/or vary greatly in popularity. Subsequently, we identified potentially important lacunae. Our review identified dozens of themes and four major clusters: 1) improving our reconstructions of past environments; 2) the impact of climate change on past human societies; 3) human adaptation to past environmental conditions; and 4) human impacts on past environments. We also identified several gaps that led us to make a number of suggestions for future work. One is to pay more attention to the epistemology of causality. A second is to take into account nonlinearity when considering causal relationships. A third is to study the impact of chronological uncertainty on analyses. Lastly, our review revealed that there are differences between the aspects of human-environment interaction in prehistory that interest scholars and those that interest policy-makers and the general public. This needs to be addressed for obvious reasons.     

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.     

Weathering time: walking with young children in a changing climate

ABSTRACT

Children growing up today face a multitude of climate-related challenges, requiring a capacity for creative and ethical modes of attending to both the known and unknown effects of a changing climate. In response to these challenges, I explore the potential in children’s weathering encounters, as observed during an ethnographic research project titled Walking with Wildlife in Wild Weather Times. In particular, I consider the various ways children engage with the weather and what this reveals about our (human) interconnections and minglings with the weather world. In this paper, I focus specifically on the temporal dimensions of child/weather encounters. My aim is to show that taking the time with children to slow down and attend to the elemental affects in the world, can reveal a weathered entanglement of past, present and future and a foundation for a curious and open attentiveness in responding to the climate challenges ahead.     

Mapping feminist geographies in Spain

Abstract

Based on our experience of years of research, teaching and academic administration, this text gathers reflections on the past, present and future developments of feminist geography in Spain. We first show how a gendered perspective was introduced into geography in the late eighties. We then reflect on what we call ‘the stage of consolidation’ alongside territorial inequalities at the turn of the century. And we finally present some notes what the current situation is and identify future challenges. Despite the difficulties, we offer a positive vision of a long journey that has no turning back.     

Diversity and diplomacy

ABSTRACT

Diplomats are the face of their country abroad. One way that a country can represent and benefit from its diversity is through the diversity of its diplomatic representatives. Australia’s Department of Foreign Affairs and Trade (DFAT) has made a sustained effort to increase the diversity of its workforce and has improved the representation of some groups: for example, the increased number of women in senior positions in recent decades. A case study of DFAT’s Indigenous Recruitment and Career Development Strategy (2007–2015) identifies the following key factors needed for such efforts to succeed: sustained effort, high-level support, availability of peer support and a willingness to adapt programs over time. While there are challenges in implementing a diversity strategy, such as resource constraints and the broader organisational culture, the Indigenous Recruitment and Career Development Strategy provides a positive model of how to increase diversity among a country’s diplomats.