Teaching Experiential Learning in the Urban Planning Curriculum

The urban and regional planning profession demands the training of practical planners who have some experience with community development, citizen participation modules, and conflict resolution skills. Community outreach in curricula provides needed exposure to practical applications of textbook lessons and exposure to group dynamics, community clients, and complex problems. The recognised need for practical training in any planning curriculum is most often addressed through community outreach-based courses such as planning studios, practicum or in lectures interwoven into seminar courses. The basic structure of all of these classes typically supports teams of students working with a particular community on a specific planning-related activity. These outreach courses, however, pose some of the greatest teaching and learning challenges in the entire curriculum. This paper assesses the challenges and successes in teaching the practicum course and provides insights for others teaching similar courses.     

Spaces of care in the city: the place of a community drop-in centre

This paper explores the ways in which drop-in centres may at times function as spaces of care in the city. Drawing on participant observation research within a particular centre in Bristol, a city in south-west England, it focuses upon social relations within the drop-in space and the various subjectivities that were observed to emerge in this relational environment. Through a consideration of individuals who appeared to be positively assisted by their involvement in the drop-in, a sense is developed of the different ways in which such agencies may function as spaces of care. Use is made of Carl Rogers' notion of the core conditions for successful therapeutic encounter, as developed within the person-centred school of humanistic psychotherapy, to explicate these positive experiences. At the same time it was clear that some individuals found the drop-in to be a less than comfortable or even exclusionary environment. The paper concludes by reflecting on the broader significance of drop-in centres as caring environments and on the value of humanistic conceptions of therapeutic relation for interpreting organizational spacings of subjectivity.     

Introduction

There are significant numbers of international postgraduate students studying in Western universities thanks to scholarships provided by governments and other donors. While these fully funded students are generally welcomed by geography departments, inadequate attention has been paid to considering how to facilitate their learning experiences given the particular impediments they face. Based on research conducted at Massey University, New Zealand, and an extensive literature review, this article argues that academic success is strongly related to the personal well-being of students. Particular pressures were faced by students during the first few months as they adapted to a new cultural, linguistic and learning environment. Female students and those with families faced additional, continuing pressures.     

Student-led Presentations in situ: The Challenges to Presenting on the Edge of a Volcano

Student-led seminars are commonplace within higher education but few are allowed the opportunity of being delivered in situ. Presentations in situ widen the experience of students and develop a range of transferable skills, encouraging a greater sense of place and facilitating reflective learning. This case study describes the experiences of a group of undergraduate tourism management students who embark on a field course to southern Italy and take responsibility for leading the delivery of tutor-assessed student presentations at a variety of selected sites, including the Mount Vesuvius National Park. Students reflect on their own experiences through written comments in an assessed field course notebook that reveals the positive aspects and challenges to presenting in situ.     

Bodies that sweat: the affective responses of young women in Wollongong,New South Wales,Australia

I argue that people's bodily sensations of sweat – smell, touch and sight – can provide insights to the relations between subjectivity and space. I draw on feminist ideas of the body as a physiological, psychological and sociological assemblage out of which spatially situated knowledge, ethics, subjectivities and social relations are forged. Empirical evidence is drawn from self-reflexive accounts of 21 young women living in Wollongong, New South Wales, Australia. Their narratives convey how sweat and sweatiness are integral to negotiating everyday life. First, participants' narratives illustrate the way the sweaty body-as-seen is bound up with gendered identities and self-disgust. Second, visceral experiences of the materialities of sweat and sweatiness often give rise to a heightened sense of bodily awareness, self and spatial marginalisation in the course of everyday lives. Third, participants' narratives highlight the tensions of spatial experience of sweat and sweatiness that simultaneously attract and repel bodies. Visceral experiences of sweat and sweatiness are central to better understanding of the spatiality of subjectivity.     

The in-between lives of Japanese immigrants in Las Palmas de Gran Canaria,Spain

Over the past 20 years, the theoretical frameworks of population mobility studies have undergone profound changes. The redefinition of the term diaspora, the rise of transnational analysis, the formulation of the embodied experiences of migration, the increasing interest in migrants' attachment to places, gendered expectations and transcultural processes have coalesced to enrich knowledge. This article explores the culturally mediated experiences of migration and the individual change processes among the members of the Japanese community that from the 1960s onwards settled in the city of Las Palmas de Gran Canaria (Spain), a meeting point for East and West in the Mid-Atlantic. In spite of its small size, this community displays some characteristics that afford new conceptual insights into cultural in-betweenness. Our aim is to contribute to the burgeoning literature on migrants' sense and ways of being and belonging and on their experience of return, within the analytical framework of diaspora and transnationalism. This article makes use of an interpretative approach, and contrasts relevant local news items and biographical interviews with Japanese residents with the narrative texts of three returnees. This contrapuntal focus reveals their ambivalent sense of belonging ‘here and there’, their in-betweenness or their lives in aidagara.     

The value of community-based tourism in Banteay Chhmar,Cambodia

ABSTRACT

In the era of mass tourism, phenomena such as sustainable tourism, responsible tourism, rural tourism, eco-tourism, pro-poor tourism and community-based tourism are now increasingly under the research microscope. If established and managed correctly, these alternative forms of tourism have the potential to contribute towards sustainable community development and provide visitors with unique experiences. Few scholars have qualitatively addressed the growth of community-based tourism in South-East Asia. This study investigated the value of a community-based tourism project at Banteay Chhmar in north-west Cambodia, specifically the discourse of the project's members and the broader community. The objective of the study was to provide an ethnographic account of the community member's attitudes, opinions and beliefs concerning the perceived value and contribution of the project towards community development in their locality. The study initially relied on a literature review to conceptualise community-based tourism. Unstructured in-depth interviews were conducted with a total of 30 stakeholders of the Banteay Chhmar Community-Based Tourism Project. A narrative identifies the development of the project and provides samples of the respondents’ discourses. Findings from a thematic analysis of stakeholder responses indicated support of tourism and the overall operation of the project. Opinions were divided concerning the future growth of tourism and likely negative impacts on resident livelihoods. While some felt the project was relatively insular and lacked transparency, most identified the project's value as enhanced social capital, pride and a better sense of community. The findings show the project has positively contributed towards community development; however, before it can be considered a best practice example of community-based tourism, its financial sustainability, business practices and community support need to improve. The overall study serves as a valuable insight into themes promoting the merits and complications of community-based tourism, specifically in South-East Asia.     

'An Unbelievable Academic and Personal Experience': Issues around teaching undergraduate field courses in Africa

This paper explores the teaching of geography field courses in Africa for UK university undergraduates. Using largely qualitative feedback, the experiences of students, staff and local communities involved in field courses to Kenya, Zimbabwe and The Gambia are evaluated. Benefits and disbenefits of these field courses to the participating students, the local community and teaching staff are scrutinised. The paper concludes that such field courses to 'exotic' destinations are an effective means to student recruitment and certainly achieve their aims while providing meaningful teaching and learning experiences. Furthermore, the analysis shows that field courses to 'poor' destinations in sub-Saharan Africa can avoid dangers of 'development tourism' if conducted with ethical sensitivity.     

On the identity of NATO

Although we may well be missing the point about NATO if we conceptualize it as just another military alliance, defining NATO as a community of liberal democratic values and norms is problematic. A distinction must be made between a community of values linked to particular experiences and a particular context and a community based on democratic principles. What has kept NATO together beyond the Cold War is a sense of shared history and fate. If such a 'value-hypothesis' about NATO is correct, the continued survival of the organization does not depend only on the marginal costs of maintaining it continuing to outweigh those of creating a new organization. The future of NATO will also depend on the extent to which it is possible to restore (or reestablish) a sense of shared fate and mutual confidence across the Atlantic.     

Migration in childhood and its impact on national identity construction among migrants from Northern Ireland

While there is currently only a tiny literature available on Northern Ireland migration, nothing at all has as yet been published relating to the subject of the province's child migrants. This paper focuses on the migration experiences of individuals who migrated as children to and from Northern Ireland, based on interview narratives collected during the course of two studies on contemporary migration from Ireland, North and South, conducted from 2004 to 2008. In all cases, these experiences triggered identity issues for the individuals which have played out subsequently in their lives in different ways. In particular, the author seeks to understand how the memory of these events continues to construct present realities for these individuals. What awareness did these children have of sectarianism, of the Northern Ireland conflict? What was their reception in the host country and upon return to Northern Ireland? How have these experiences contributed to their identities in the present and their sense of belonging to Ireland, North and South?     

Student field experiences: designing for different instructors and variable weather

This study compares the field experience and development of sense of place (in this case, human attributed meanings and attachments to the field area) in geoscience students on three separate course sections of a six-day introductory geological mapping field trip. Students stayed in a small farm station within their 4 km² field area, worked in groups of three or four, and produced an individual final assessment. Findings from student interviews and pre-post surveys indicated that there were no significant differences in perceptions of the field trip purpose or sense of place between field trip sections, despite differences in instructor pedagogy and sense of place, as well as varied weather conditions. There were significant increases in student sense of place on all field trips, in contrast with previous work on a “roadside” (regional, multi-site) field trip where no significant change in sense of place occurred. In-field observations and instructor interviews identified key characteristics that supported similar sense of place and experiences on all trips: (1) consistent intended learning outcomes, (2) a carefully selected and immersive field area valued by instructors, and (3) an assessment connected to the landscape/field area with flexibility in its implementation, especially when faced with adverse weather conditions.     

Assessing the Use of Real-time DataStreme Weather Data in an Introductory Physical Geography Course

The online data from the American Meteorological Society's DataStreme course have been used successfully in a traditional undergraduate college weather and climate class. DataStreme was designed to train K-12 teachers to transform weather data into exciting learning experiences. Adaptation of these materials so that some of this excitement could be infused in a traditional college setting was the goal of this pedagogical experiment. These data and associated learning materials have been adapted specifically for use in undergraduate weather and climate courses and are now being made available by AMS as Online Weather Studies. This paper describes and assesses the use of online data. The assessment involved a comparison of student self-reports of factual knowledge mastery, skills acquisition and satisfaction with the methods used in two sections of the same course, one offered with the real-time weather data and one without.     

Project-based community participatory action research using geographic information technologies

The paper investigates the effects of a project-based community participation course in which students chose research topics relevant to a local community. Specifically, the students undertook the following projects: (1) creating a virtual 3D model of a local government office, (2) creating interactive digitized versions of mountain trails using geotourism, (3) determining optimal locations for trash recycling bins using network analysis, and (4) assessing the water quality of a local river. Geographic information technologies, such as GIS and Google Earth, were employed as analytical and visualization tools. The answers to a questionnaire, course evaluations, reflective journals, and interviews found that participants positively evaluated their learning experiences. In addition, the projects received favorable reviews from community members and professional geographers.     

Minangkabau Migration: Developing an Ethnic Identity in a Multicultural Society

The ambiguity which often surrounds the definition of ethnic identity stems from its wide ranging utility in humanistic studies. The breadth and flexibility of meaning attached to ethnic identity assists in uncovering the diversity of issues which relate to migrants' everyday experiences, expectations and aspirations. This paper seeks to establish how a relatively recent group of migrants to Australia, the Minangkabau from West Sumatra, Indonesia, develop and maintain their sense of ethnic identity during the migration process and in their everyday lives. A framework is developed which places the development of ethnic identity into a wider social context by examining links with the country of origin, involvement in the host community and the home environment.     

From the Rhenish Prussian Eifel to the Wisconsin Holyland: immigration,identity and acculturation at the regional scale

The processes and variables that contribute to the construction and maintenance of regional identity can be examined by tracing the origins and transformation of community life. In the case of immigrant communities, pre-migration experiences, social relations, power structures and public memory play significant roles in the construction of regional identity. The transplantation of several communities from the Eifel in Rhenish Prussia to Wisconsin's ‘Holyland’ in the nineteenth century provides the opportunity to study transfer and subsequent acculturation on a regional scale. The power of common cultural origins, based on kinship and an existing sense of community in the Eifel, played an enormous role in the construction of identity and community life in the Holyland. An analysis of the acculturation process within this region reveals the variables that were significant in shaping community life, and provides further insight into the ways in which acculturation and the construction of identity and borders are interrelated.     

First year on the faculty: the quality of their teaching

Abstract

This article considers the arguments being advanced in the USA for an expansion of academic programmes incorporating service‐learning, in which students undertake, as part of their studies, community service, and engage in academic activities designed to provide a context for reflection on their experience in doing so. Three arguments are usually advanced for this: the merits of experiential education, the value of service‐learning in education for citizenship, and its significance in promoting a sense of ‘community’. Some examples are given and the issues raised by these programmes are explored briefly. It is suggested that geography could profit from incorporating elements of service‐learning in order to enhance its treatment of moral and political issues.     

Exploring and developing children's understandings of sustainable development with dialogic diaries

Dialogue is often promoted as a means with which to improve students' conceptual understanding within school, as well as to explore their experiences of the world. More often than not the assumption is that this dialogue is spoken. This article focuses on the use of written ‘dialogic diaries’ to explore and develop the subject-understanding of a class of 14- and 15-year-old geography students in England. I used diaries as a medium for discussion, holding a ‘conversation’ with students about their learning of sustainable development across the course of one academic year. The findings of this study suggest that dialogic diaries can be used to develop students' conceptual understandings within the classroom. Further, as a research method they enable the researcher to explore those subject-understandings, considering how (and why) these develop with time.     

Visual methodology as a pedagogical research tool in geography education

This article offers an overview of visual methodology and its applications to geography in higher education. Drawings from an undergraduate mapping and map analysis course are used to concurrently highlight and deconstruct students' sense of place in the context of teaching and learning. As a pedagogical research tool, visual methods nurture self-reflection in learners, inform curriculum and instruction for diverse classrooms, and support the construction of meanings in geography.     

Active Learning for Understanding Land Degradation: African Catchment Game and Riskmap

Land degradation is the result of the intersection of a complex set of biophysical and socio‐economic factors. The capacity of an individual or community to address land degradation is likewise constrained. While it is quite possible for professionals and learners to grasp the main issues around land degradation from a theoretical perspective, internalising the reality of what it means to be the resource degrader is more difficult. We have developed two active learning methods that aim to address this problem. The first is the African Catchment Game, a role‐playing game based on Graham Chapman's Green Revolution Game, adapted for the southern Africa context and incorporating a land degradation component. In this game participants play out the complex dynamics of rural‐urban‐global linkages against a background of environmental hazards. The second is based on Save the Children Fund's RiskMap computer simulation that models risk in terms of rural livelihoods for different income groups. Ethiopia is used as the example. This paper evaluates the two active learning techniques as tools for exploring the relationships between land degradation and poverty through an evaluation of participants’ experiences. The analysis shows clear potential for developing alternative teaching curricula that are aligned to our theoretical understanding.     

Rural mental health and social geographies of caring

This paper contributes to an emerging geographical literature on the social geographies of caring. Drawing on recently undertaken empirical work in the Scottish Highlands, personal accounts about the provision of both formal and informal care for people with mental health problems are evaluated. The notion of ‘community care’ is critiqued, as too are claims about how rural and remote rural locations engender particular configurations of caring roles, practices and relations. It is shown that geographical distance, social proximity, stoic cultures and rural gossip networks all have a part to play in how caring occurs in such places. The paper concludes by suggesting areas of future research.