'Enlivening' Development Concepts through Workshops: A case study of appropriate technology and soil conservation

In comparison with the teaching of most other geography topics, where fieldwork can be conducted relatively easily and seminars can be based on some pre-existing knowledge and first-hand experience of the issues, the range of resources and approaches available to tutors teaching the geography of development is necessarily more limited. Tutors often have to rely more heavily on 'top-down' teaching and more passive learning approaches, such as using videos, slides and lectures. While students may gain a theoretical understanding of development concepts, issues and problems, they may be left without a deeper 'experience' of such material. This paper describes a practical workshop designed to communicate to students the idea of 'appropriate technology'. The workshop enables students to actively 'experience' a development concept rather than simply understand it in theory. It tests comprehension and understanding, through the application of a concept to real examples, stimulates discussion and debate, and draws upon problem-solving and critical thinking skills.     

Tutoring Relevant Geography: A People's Geography Project initiative

UK geography departments are now reaching the stage where, in light of social change and growing competition for students, the need to offer a degree programme that is relevant to the needs and expectations of students is a real urgency. Drawing on the People's Geography Project, an initiative from the USA, this paper details the experiences of the author in teaching relevant geography in first-year undergraduate tutorials. The paper contends that by providing an opportunity for students to engage in contentious debate and to adopt a political position, students are encouraged to approach issues from a critical geographical perspective, demonstrate the relevance of a geographical perspective in contemporary issues, recognise the conflicting interests from competing discourses and reach a possible, just solution to social problems. This paper reports on the choice of topics, the forum of debate and assessment through alternative coursework styles, and it analyses the learning of both geographical and transferable skills through a People's Geography tutorial programme. The degree of relevance perceived by both the students and the tutor is evaluated, and suggestions are made for further development of a People's Geography approach.     

Please mind the gap: students' perspectives of the transition in academic skills between A-level and degree-level geography

This paper explores first-year undergraduates' perceptions of the transition from studying geography at pre-university level to studying for a degree. This move is the largest step students make in their education, and the debate about it in the UK has been reignited due to the government's planned changes to A-level geography. However, missing from most of this debate is an appreciation of the way in which geography students themselves perceive their transition to university. This paper begins to rectify this absence. Using student insights, we show that their main concern is acquiring the higher level skills required for university learning.     

Evolving curricula and syllabi – challenges for physical geography

Recent technological changes in communications, in research and in learning and teaching styles should prompt developments in approaches to physical geography curricula. This paper questions whether there has been sufficient open discussion of such curricula and those that have been set nationally. Developments in England and Wales over more than fifty years provide the context for the present situation, which is considered according to types of knowledge under the headings of skills, concepts, and global and local knowledge. It is proposed that “Young Britannia”, a personification of the student who currently faces a changing world, deserves choices for physical geography training that provide sufficient alternatives. We suggest that there should be further open discussion of future curricular architectures for physical geography.     

Teaching critical thinking in world regional geography through stakeholder debate

Using a stakeholder debate based on a real-world case of regional construction – that of Turkey's application to join the European Union – improved students' critical thinking in an introductory world regional geography course. Such courses are a staple offering among US geography departments, and often the only exposure of non-majors to geographic thinking. A stakeholder debate highlighting regional construction, using structured learning activities and reflection on their own thinking, improved students' critical thinking. We describe the stakeholder debate and its revision after one semester, and provide data from assessment and thematic coding of students' reflection papers.     

What future for feminist geography?

Drawing primarily on my own work, speculations are offered on a range of possible futures for feminist geography. It is suggested that the most likely trajectory is one of incorporation as feminist geography is dismissed, regarded with indifference or included within a pluralist, but basically unaltered discipline. While a contentious and depressing suggestion, an alternative trajectory is offered by a feminist geography which actively engages with other progressive developments in the discipline and creatively incorporates new developments in feminist scholarship on, for example, the body, deconstruction and post‐colonialism. A third future builds on such engagements to offer various transformations of the subject, power relations and conceptual baggage which presently constitute feminist geography, through a process of self‐reflection and critical positioning. These three trajectories of incorporation, engagement and transformation I see as simultaneously operating in my own work. Reflections on them are offered for others to consider and to stimulate debate.     

Revitalizing Economic Geography through Teaching Excellence: Some Pedagogic Reflections

In this position paper, the authors outline some of the pressing trends in the recent development of economic geography as a sub-discipline in human geography. In particular, they note the lack of critical discussion of important pedagogical issues in teaching what might be termed ‘new economic geographies’, and particularly those associated with the ‘cultural turn’. In doing so, the most challenging politics and practices of teaching economic geography are introduced. Drawing on the various contributions to this symposium, five areas for pedagogical developments and cross-fertilization are outlined.     

Space, culture and economy—a question of practice

This article addresses the current debate within geography and other circles studying urban and regional development of the relationship between culture and economy. It revolves around two arguments. First, that the relationship should be seen not only as a question of epochal change, of de-differentiation and culturalisation of the economy; it should be considered as an analytical rather than a historical question. Second, it is argued that a theoretical articulation may be gainfully employed starting from the level of social ontology-particularly an ontology of practice. These arguments are developed starting from a critical discussion of two dominant bodies of thought about the relationship, following which, a demonstration of the inseparability of practice and meaning is used to conduct a theoretical re-articulation of culture and economy. Finally, the spatiality of the culture economy relation is considered, displacing the emphasis from connectivity in bounded regions towards joint involvement in the production of space on different scales.     

Names and their meanings: teaching cultural geography with the poem the names of migrant workers

ABSTRACT

This paper introduces a new teaching method, poetry, into the geography classroom, accompanied by an out-of-class discussion on a blog, and finds that its effects are rather different from those of traditional teaching methods, as it allows new perspectives on instructional content related to migrant workers’ lives and identities in China. The method enables students to analyse content from the perspective of cultural geography, in which poetry acts as an art form that connects people’s identities and social spaces. On the basis of this, we also provide some suggestions to engage students in critical analysis of poetry, from the perspective of cultural geography, through interactive online platforms such as blogs.     

Building Bridges Through Performance and Decision‐making: Schools,Research and Public Engagement

Abstract: This paper uses the impact agenda in the UK to realign debate about the relationship between schools, universities and (human) geography. It positions this debate in systemic tendencies within UK higher education. It argues that, whilst impact can be seen as a further instance of neoliberalism, emphasising the gap between accountability and accounting allows an identification with communicative and reflexive knowledge and, more broadly, critical praxis. The paper draws on a year‐long research‐based collaboration with school teachers and their students involving performance work and the development of decision‐making curriculum materials. It argues that working in these ways with schools can provide the basis for public engagement partnerships between schools and universities and a means to constitute diverse research publics. In these ways, it is argued, a wider sense of impact can be reappropriated, to reclaim the critical subject and to constitute academic value     

At the limits of critical geography: Creative interventions into the exclusionary spaces of U.S. geography

Abstract

In recent years, geographers have increasingly called for and enacted more sustained engagements between geography and the arts. This creative (re)turn represents both a renewed interest in recovering interdisciplinary practices within the history of the discipline and a desire to create space for new methods and creative approaches. This article develops in response to two areas requiring further critical engagement and development within the creative (re)turn: questions about the place of identity in creative geographies and the potential for creative geographies to perform critical interventions into disciplinary spaces and identities. I explore and develop these areas of concern alongside a discussion of a critical-creative geographies exhibit, The Critical Futures Visual Archive. Through a presentation of select works in this collection and a candid discussion of the institutional obstacles encountered in curating it, I elaborate upon the challenges and critical potentials of integrating creative practices into geography as a form of feminist praxis.     

Boundary spanning in social and cultural geography

This article situates interactions between German- and English-language social and cultural geographies since the mid-twentieth century within their wider intellectual, political and socio-economic contexts. Based on case study examples, we outline main challenges of international knowledge transfer due to nationally and linguistically structured publication cultures, differing academic paradigms and varying promotion criteria. We argue that such transfer requires formal and informal platforms for academic debate, the commitment of boundary spanners and supportive peer groups. In German-language social and cultural geography, these three aspects induced a shift from a prevalent applied research tradition in the context of the modern welfare state towards a deeper engagement with Anglophone debates about critical and post-structuralist approaches that have helped to critique the rise of neoliberal governance since the 1990s. Anglophone and especially British social and cultural geography, firmly grounded in critical and post-structuralist thought since the 1980s, are increasingly pressurized through the neoliberal corporatization of the university to develop more applied features such as research impact and students’ employability.     

Sub‐surface Property,Free‐entry Mineral Staking and Settler Colonialism in Canada

This article examines mineral rights and claim staking in northern Canada, with a focus on settler colonialism and how liberal understandings of property are embedded in the legal geography of the right to explore for minerals. The history of these legal systems is explained through the “free‐entry” principle understood as the right to stake a mineral claim without consulting with private landholders or Indigenous peoples. Free‐entry debate highlights how ideologies of property are assumed neutral through staking regulations. Based on an analysis of interviews with key informants involved in mining regulation, I analyze the geographic stratification of land into two categories, above and below the surface, as an avenue to understand how dominant ideologies of property reveal a critical site of contestation.     

Synergies between geography,planning and vocationalism in curriculum development and implementation

Geography curricula are being transformed by the increasing emphasis on skills, employability and professional competencies. In this paper, we contribute to these ongoing debates through reporting and reflecting on one curriculum transformation introduced in response to these pressures: the development of a Bachelor of Planning pedagogically framed within geography at Macquarie University. We explore the ways in which the vocational orientations of a planning degree can be woven through a geography curriculum, and its communication to a cross section of stakeholders. The paper highlights the complexity of implementing vocationally oriented curricula and provides signposts for those considering such a transformation.     

Making connections and thinking through emotions: between geography and psychotherapy

The current upsurge of interest in emotions within geography has the potential to contribute to critical perspectives that question conventional limits to scholarship. Three precursors of emotional geographies are discussed in this context (humanistic, feminist and non-representational geographies). Connections between emotional geographies and psychotherapy are explored with a view to resisting the equation of emotion with individualized subjective experience, and developing situated, relational perspectives. Psychotherapy is approached as a theory of practice that accords central importance to affective qualities of relationships, which is shown to be directly relevant to geographical engagements with emotion. The distinction between feelings and representations of feelings is revisited through a discussion of psychotherapeutic meaning-making.     

The Relationship Between Teaching and Research in Australian Geography

This paper considers how higher education geography is a discipline that can make a significant contribution to addressing inequality and engaging with the agenda for social change. It adopts the view that the teaching of geography can promote social transformation through the development of knowledge, skills and values in students that encourage social justice and equity. The paper explores how teaching about social transformation is closely interlinked with teaching for social transformation and considers some of the pedagogical approaches that might be used to achieve these. It considers how the lack of diversity of higher education geography teachers impacts on these issues before moving on to consider how the nature of different higher education systems supports or constrains geographers' abilities to teach for social transformation. Finally, the paper ends by asking individuals and geography departments to consider their commitment to teaching for social transformation.     

Capstone portfolios and geography student learning outcomes

Due to increasing demands regarding student learning outcomes and accreditation, a capstone portfolio was added to assess critical thinking and communication skills of geography majors at a large public university in the USA. The portfolio guidelines were designed to be adaptable to a flexible curriculum where about half of the requirements within the major are structured. This paper discusses the portfolio requirements and assessment rubrics developed following multiple portfolio iterations, gives guidance to instructors, and synthesizes potential benefits for students, departments and employers.     

Design and evaluation of an Open Web Platform cartography lab curriculum

Recent shifts in web map technology away from proprietary software and toward development on the Open Web Platform have increased the number and complexity of technical skills needed to do cartography on the Web. Web-based cartography curricula likewise must be adapted to prepare geography, cartography, and GIS students with the skills needed to make use of open source technology. This paper describes the design and evaluation of a novel curriculum for the laboratory component of a web mapping course offered by a university geography department. We drew from constructivist educational theory to create a scaffolded and spiralled lab curriculum that builds on prior understanding and progressively increases student independence and confidence. We evaluated the success of the new curriculum through an instructor log, student feedback on assignments, and an exit survey. The evaluation revealed significant growth in student abilities and confidence in the use of Open Web Platform-based mapping tools as a result of the curriculum scaffolding. This research provides a methodology for designing and evaluating curriculum around highly technical skills that are increasingly in demand in research, education, and industry careers.     

当代西方"新文化地理学"知识谱系引论

当代西方人地理学在“后现代地理学”之后蓬勃发展起“新化地理学”。新化地理学是地理学的“化转向”和“化研究”以及社会科学普遍的“空间转向”之后的学术互动产物。它与地理学以往的知识遗产包括传统的化地理学既有联系也存在从研究议题、概念、认识论和方法论的重大差别,是走向批评范式的人化和理论化的知识体系。本立足丰富庞杂的理论献,全面综述和分析了新化地理学的知识谱系和未来的发展走向。     

SOME NOTES ON THE GEOGRAPHY OF TOURISM: A COMMENT

In his article ‘Some notes on the geography of tourism,’ Britton raises a number of interesting issues about this relatively new branch of geography. Certainly he makes a thoughtful contribution to the discussion of the concepts, viability, and tasks of the geography of tourism, but there are points on which I disagree with him. I will address them through two main themes: the costs and benefits of tourism, and the conceptual questions of the geography of tourism.