Gender representation in geography: Singapore

ABSTRACT

This paper explores key skills required by potential employers of geography graduates. Academic ability combined with a variety of transferable skills such as communication, organisation and self-motivation appeal to many of the employers questioned. Graduates can face potential difficulties expressing these key skills in standard application forms and interviews. Extracurricular activities and previous employment can provide impressive ways to display skills relevant to the job. Key skills are dynamic; graduates need to keep pace with ever changing expectations particularly with regard to information technology.     

Emotions and affect in recent human geography

This paper seeks to examine both how emotions have been explored in emotional geography and also how affect has been understood in affectual geography. By tracing out the conceptual influences underlying emotional and affectual geography, I seek to understand both the similarities and differences between their approaches. I identify three key areas of agreement: a relational ontology that privileges fluidity; a privileging of proximity and intimacy in their accounts; and a favouring of ethnographic methods. Even so, there is a fundamental disagreement, concerning the relationship – or non-relationship – between emotions and affect. Yet, this split raises awkward questions for both approaches, about how emotions and affect are to be understood and also about their geographies. As importantly, mapping the agreements and disagreements within emotional and affectual geography helps with an exploration of the political implications of this work. I draw upon psychoanalytic geography to suggest ways of addressing certain snags in both emotional and affectual geography.     

Female representation in the higher education of geography in Hungary

This paper charts the changing female representation in the higher education of geography, connecting it with the faltering development of feminist geography in Hungary. The transition from socialism to capitalism has compounded gender inequalities while many of the relevant statistical data display gender blindness. Gender issues fail to form a coherent part of national political debates while women's opportunities in Hungarian higher education and research have only recently been examined. Constraints on issues of equal opportunities within Hungarian geography are discussed.     

Complexity science and human geography

Complexity science has attracted considerable attention in a number of disciplines. However, this perspective on scientific understanding remains ill defined. In this paper, ideas and approaches from complexity science are reviewed. It appears that complexity science fundamentally is driven by ontological decisions on the part of the investigator. This is a result of the epistemological approach fundamental to complexity as it is currently studied, which is based on the construction of computer simulation models of reality. This methodology requires that researchers decide what exists and is important enough to represent in a simulation, and also what to leave out. Although this points to serious difficulties with complexity science, it is argued that the approach nevertheless has much to offer human geography. Drawing on complexity science, renewed engagements between physical and human geography, and between both and geographical information science seem possible, based on clearly shared concerns with the representation of geographical phenomena. In conclusion, it is suggested that seeing models as a source of geographical narratives may be a useful way to promote constructive engagement between different perspectives in the discipline.     

论汉藏人文地理分界线——以河洮岷地区为中心的分析

历史时期汉藏人文地理分界线在青藏高原东北缘曾有三次较大的变动。文章论述了三次汉藏人文地理分界线的形成、摆动与稳定及其环境意义。认为,雪山(祁连山)—黄河分界线是唐蕃依据地理条件最有利原则下的一种势力范围划分;六盘山—陇山分界线是地理条件决定下的唐蕃分界线;唐蕃以后汉藏人文地理分界线的缓慢西移并最终稳定在河洮岷一线,汉藏民族的经济理性行为是其重要的影响因素。     

Beginning geography: a human and technical perspective

Abstract

A first course in human geography has been designed for majors and students from the more technical fields at university. It is built around five computer exercises, none of which require any programming or computer skills. Problems and exercises are designed to enhance carry‐over skills and humane awareness.     

Honoring Susan Hanson's 45 years in geography

The essays in this themed section honor Susan Hanson's 45 years in geography. They are written by senior academic geographers who participated in a series of panels at the Annual meeting of the Association of the American Geographers in Boston in 2008 that celebrated Susan's scholarship and her impact on the discipline of geography.     

The legal (de)construction of geography: race and political community in supreme court redistricting decisions

This article examines the different conceptions of racial identity and ‘geography’ in two landmark Supreme Court decisions, Shaw v. Reno (1993) and Easley v. Cromartie (2001). Both decisions evaluated similar Congressional redistricting plans in North Carolina, but reached opposite conclusions. In Reno, the Court based its reasoning on the ‘objective’, ‘natural’ and ‘rational’ geography of North Carolina. Such geographic relationships create political communities and constrain the way in which state legislatures can draw electoral districts. In contrast, the Easley decision based its reasoning on voting behaviour, and makes an implicit appeal to deliberative democratic principles. From this perspective, political relationships create the geographic relationships defined by Congressional district boundaries. Where the Reno decision treats race as an arbitrary social distinction that the state should not use as the basis of political representation, the Easley opinion argues that the state can consider differences in racial voting behaviour during the redistricting process. More fundamentally, the Easley decision implies that racial identity is formed by deliberative political communities, rather than being an objective, static characteristic. This suggests that disputes over spatial relationships are critical to the construction of hegemonic racial identities, and that space is fundamental to the conception of racial difference.     

Towards a critical service learning in geography education: exploring challenges and possibilities through testimonio

There has been an increasing interest in exploring the transformational possibilities of experiential learning approaches like service learning, across post-secondary education, including geography. At the same time, scholars caution that such initiatives can entrench neoliberalism, white supremacy and other power structures and call for implementing a critical service learning (CSL) approach that is rooted in action against injustice. In response, this paper uses testimonio methodology to explore the experiences of a student and instructor engaging in a graduate geography course that implements CSL. We demonstrate how CSL is a complex process that is mired in the very power structures and institutional barriers it attempts to disrupt. Nonetheless, CSL creates opportunities for social change in the classroom and community, which make it a promising pedagogical strategy for geographers aiming to create alternative teaching approaches in their classrooms.     

Constructive comments on D Massey 'Space-time, "science" and the relationship between physical geography and human geography:rsquo;

This paper provides a discussion of Massey's (1999) account of the role of space-time in human and physical geography. Recognizing the relative (but not absolute) paucity of comment from physical geographers on questions of approach and method, the paper seeks to demonstrate three things. First, it casts a history of a narrow part of geomorphology in a similar vein to a part of human geography to demonstrate that it is possible to find strong shared characteristics in the ways in which the two subjects are being approached. This emphasizes the importance of analyses that recognize both space and time in seeking explanation in physical geography and which has important implications for: (i) the nature of laws and processes in geomorphology; and hence (ii) the interpretation of specific landforms and their histories. Second, the paper argues that much of what Massey addresses relates to the closure required to make things amenable to study, something that is characteristic of almost every type of research. This has long been acknowledged in science in general and in physical geography in particular, but is often forgotten. Third, the paper uses this consideration of closure to address the issue of the relational nature of different sorts of space-time models. Following Massey's argument that the sort of space-time model that we adopt needs to be informed by the entities that we study, the paper concludes that some of the space-time models that Massey critiques (e.g. classical Newtonian mechanics) may still be fundamental to what we do, and in no sense necessarily ahistorical.     

考古学与性别

本文节译自英国杜伦大学(DurhamUniversity)考古学教授马太·约翰逊(MatthewJohnson)1999年出版的《考古学理论:导言》(ArchaeologicalTheory:AnIntroduction)一书的第八章“考古学与性别”(“ArchaeologyandGender”)。本章节通过对其中几个最流行主题的归纳综述了近二十年来性别考古学的概况,并且介绍了一例典型个案,最后还以答问形式阐述了作者本人对此领域较混淆的若干问题的看法。     

Transformative learning in community college human geography: a mixed methods study

ABSTRACT

The study explores the extent to which transformative learning occurs using quantitative and qualitative methods in a human geography course (N = 35) and explores student affect in relation to the learning environment. We used the eight-scale Transformative Learning Environments Survey (TLES) instrument for the quantitative analysis and an aligned analysis of student reflective work to capture the “voice” of the student as a qualitative approach that provided a rounded perspective of transformative learning. The TLES proved reliable where the sub-scale Alpha reliability ranged from 0.71 to 0.93 and a separate affect scale of Satisfaction was 0.95. The standardized regression coefficient between Satisfaction and the sub-scale of Student-Acting demonstrated the strongest positive association (0.27), followed closely by Disorienting Dilemma-Environment (0.24). The qualitative results supported the quantitative associations in most cases, but not all. The qualitative aspect to this present study offers a deeper look – beyond just statistical outcomes – using students’ own voices to explain their perspectives related to transformative learning.     

eBay and research in historical geography

The electronic trading forum eBay presents fascinating but under-examined possibilities for research in historical geography. With literally millions of items for sale and millions of users participating in on-line auctions there seems little limit to what one might find. In this essay, three authors briefly trace the history of auctions and of eBay, before explaining how eBay works, and then describing some of the ways that buying (or not buying) research materials on eBay has changed the ways that we think about our work. We further explore some of the implications—empirical, theoretical, methodological and ethical—that the availability of such items to the highest bidder presents, address some of the consequences for the socially constructed and place-specific nature of value that on-line auctioning reveals, and ponder some of the implications of this for contemporary consumption.     

Reading,tourism, and geography consumption in literary places

Literature and geography are closely related in the worlds of consumption and mobility, and literature is often used as a resource for the tourism industry. The reading and consumption of literature, therefore, are related to visitation of a real place, and the roles of readers and tourists merge. The case of one literary tourism site, the San Mao Teahouse in the ancient town of Zhouzhuang in China, is selected to explain the complexity of reading and geography consumption in literary tourism. Observations and in-depth interviews were used to collect the data, and then the thematic analysis method was used. The study finds that tourists can also actively participate in the construction of literary places at destinations where relevant texts do not exist. In this kind of literary place, consumption occurs in multiple spaces as a result of tourists’ reading combined with geographical consumption. This study proposes a conceptual framework to analyze the geography consumption of literature in tourist destinations. The results show that the main geography consumption is reflected in three aspects, namely text, reality, and imagination. Based on their previous reading experiences, readers explore both the literary text and the reality. In this process, their imaginations always have an effect. Two distinguishing features have been found: first, through actively reading and decoding literary geography, the readers recreate a new fictionalized reality based on their imaginations. Second, the readers pursue the imaginative process from the real Zhouzhuang back to an imagined place that San Mao wrote about. The study contributes to the current literary geography research field, especially from the perspective of consumption. The study also provides a new perspective on literature in the modern world and practical implications for the design of literary tourist products and literary heritage conservation.     

Counterfactual reasoning and method in historical geography

This paper connects philosophical debate concerning the metaphysics and epistemology of counterfactuals to the methodological concerns of historical geography. It argues that counterfactual claims are implied by a wide range of common epistemic judgements, specifically those regarding evidential support and explanatory connection. In addition it argues against those who have sought to restrict the use of counterfactuals to, in particular, rational action, or systems that are inherently chancy. Rather it argues in favour of an expanded role for counterfactual method in history and geography, in the forms of imaginary experiments and the questioning of ‘what might have been’.     

The place of immigration in studies of geography and race

This paper argues that geographical research on immigration and geographical research on race and racism in the USA must be explicitly connected. Geographic processes such as globalization and urban development already link immigration with race and racism and suggest a need to conceptualize research agendas around immigration and race in relation to each other. Not only are racialized groups spatially connected in many neighbourhoods, cities and regions of the USA, but they are also linked through policies structured by the state at various scales and narratives produced about subordinated and racialized groups. In making this argument, I attempt to highlight work in geography, in related social sciences and in ethnic studies that demonstrates the necessity and usefulness of this approach. Geographers are uniquely positioned to illuminate how the construction of space, place and scale overlaps with the construction of racial-ethnic and immigrant identities and with racism itself. The paper argues that these and other research questions also benefit from linking race and immigration to gender, as some feminist geography and feminist studies have done. Likewise, ethnic studies offer a wealth of theoretical, methodological and empirical insight into linking immigration, race and racism in geographical work.     

Teaching historical geography in the field

This paper examines the pedagogical and practical challenges associated with teaching historical geography, and archival research specifically, in the context of the undergraduate field trip. In so doing, it draws upon students' own reflections on the experience of conducting archival research during a field trip to New York City and presents the results of an international survey of academics' views as to the current problems and future possibilities associated with the teaching of historical geography and the implications of these perspectives for future curriculum design.     

Friedrich Ratzel and the nature of (political) geography

It is impossible to understand Ratzel's Politische Geographie without placing the figure of its author in the perspective of the critical bourgeois geography of the eighteenth century and the first half of the nineteenth century. From this point of view, Ratzel is the last representative of this bourgeois movement born in the first part of the eighteenth century in Germany with the name of “pure geography” or “natural geography”, and developed in the following century thanks to the great works of Karl Ritter and Alexander von Humboldt. The purpose of bourgeois critical geography was to create a geographical discourse (a reasoning) able to transcend the identification between geographic knowledge and cartographic representation that was maintained by the Staatsgeographen—that is by the state geographers who defended the feudal aristocratic regime. But it is precisely this identification that German bourgeois geographers appropriated in the second half of the nineteenth century, after the bourgeoisie came into power through a compromise with its ancient political opponent. Only Ratzel, direct heir of the Erdkunde tradition of Ritter and von Humboldt, was an exception by opposing the new bourgeois state geography with his own state-based geography.