From the Inside Looking out and the Outside Looking in: Whatever Happened to ‘Behavioural Geography’?

As part of the Institute of Australian Geographers' Millennium Project, this article examines the shift of behavioural geography from a cutting edge sub-discipline to a branch of enquiry that is now much less prominent in mainstream human geography, especially in Australia. Through an exploration of the rationale for behavioural geography, a brief outline of the nature of the work that was done, and a consideration of the critiques of behavioural geography, the paper argues that behavioural geography enriched the discipline in several ways: it was instrumental in encouraging geographers to consider the epistemological foundations of the discipline; it fostered consideration of a variety of philosophical and methodological positions; and it highlighted the need to consider interrelationships between individuals, groups, society and environment thereby bringing into prominence the ways in which shared environmental meanings are contested and negotiated. Behavioural geography might be a term that is used much less than it once was and behaviourally-orientated research might increasingly find expression in interdisciplinary outlets rather than in mainstream geography journals but contemporary geography is heir to the endeavours of behavioural geography.     

Review of ‘Engaging Students in Active Learning: Case Studies in Geography,Environment and Related Disciplines’

This article explores aspects of teacher education and outdoor education and their relationship with sustainability education (SE) in Scotland. It considers recent national and international developments in the field and in particular the UNESCO (United Nations Educational, Scientific and Cultural Organization) initiative to ‘re-orient teacher education towards sustainable futures’. The implications of such initiatives in schools and teacher education institutes are discussed in the context of formal provision (e.g. geography) and informal opportunities (e.g. citizenship education, outdoor education). The emphasis is on the Scottish experience with the policy and practice of the School of Education of the University of Edinburgh being discussed as an example in relation to this national and international framework.     

Geography,political economy and the ‘personality of Britain’

SUMMARY: This paper engages with the historical archaeology of the British Isles (With one or two exceptions, I follow the usage of Kearney 2006 in preferring the term ‘British Isles’ to ‘Atlantic archipelago’, preferring the more ideologically loaded, but familiar, term over the arguably more neutral but obscure term.) as a whole. It advocates an approach that foregrounds geography and political economy, via quite simple and traditional ways of mapping variation, for example the work of Cyril Fox. It seeks to play to archaeology’s strengths: rather than seeking abstract origins, it examines how practices later labelled as ‘colonial’ emerged from an intersection of concrete material practices.     

Over the Threshold—Setting Minimum Learning Outcomes (Benchmarks) for Undergraduate Geography Majors in Australian Universities

The Australian federal government is preparing a new higher education quality assurance framework under the leadership of the recently established Tertiary Education Quality and Standards Agency (TEQSA). Groundwork for this framework included a major national demonstration project to develop outcome-based graduate standards in a selected range of disciplines. This paper describes this project, focusing on the process by which threshold learning outcomes for Australian Bachelors level graduates majoring in Geography were determined; setting out outcomes of the work and pointing to some of the issues and implications flowing from the project.     

Children,Work and ‘Child Labour’: Changing Responses to the Employment of Children

This article examines the ways in which the problem of child labour has been perceived and addressed, from the beginnings of social concern about these issues until the present, with illustrations from The Netherlands and Indonesia. National and international responses to the problem of child labour reflect a number of assumptions which are almost completely at odds with the views and the preferences of children themselves. Paradoxically, powerful lobbies in some of the world's wealthiest countries – which cannot enforce, and in some cases are beginning to relax, their own child labour laws – are trying to insist that the developing countries tighten and/or enforce their laws, under the threat of various forms of sanction or boycott. These increasingly active threats make it highly inadvisable for any exporting country to acknowledge the existence of children's employment at all, for example by protective legislation or other efforts to promote the improvement of children's working conditions.     

Editorial: Geography and the ‘European Year of Citizenship through Education’

The paper introduces a library of video podcasts (vodcasts) used to support the learning and teaching of geographical methods and techniques relating to physical geography and GIScience in particular. While the notion of video learning is not new, the accessibility of the multimedia snippets via lightweight mp4 players in a field context allows a geographical freedom to learning that goes beyond previous classroom-based work. Evaluation, conducted through the use of reflective diaries and focus groups, identified that all students thought the podcast reference library was a valuable learning resource, of particular appeal to students with a visual approach to learning.     

‘Pillagers’ and ‘brigands’ in the hundred years war

The sufferings of French non-combatants, particularly peasants, during the Hundred Years War have been described and deplored from the fourteenth century to the twentieth. A concern for the victims has often left little room for a careful study of the aggressors, thepillars andbrigands of the contemporary records. This article seeks to identify these latter, to distinguish them from each other and from the noble warriors, often called ‘men-at-arms’. It will be shown that the first, brutal, contact between armed men and unarmed ‘civilians’ was not, as the contemporary moralists suggested, between noble and non-noble, but between non-noble and non-noble: between common soldiers and bandits, on the one hand, and peasant victims, on the other. The chivalrous and adventurous war of knights and squires was sustained on the day-to-day level, by the activity of foraging pillagers. Brigandage was a consequence of their activity, not another name for it.     

‘Chilling’ and ‘hopping’ in the ‘teenage space network’: explorations in teenagers’ geographies in the city of Mechelen

Within the field of children's geographies several calls have been made to develop ‘teenagers’ geographies’ as a complementary field of research and practice. It has been stated that teenagers remain ‘invisible’ or ‘marginalised’ in public debates as well as in research and practice, even within childhood studies and children's geographies. Further explorations in teenagers’ geographies could contribute to the research on ‘diverse childhoods’. This article explores the spatial worlds of teenagers (approximately 12–16 years) in Flanders (Belgium), a region characterised by a dense network of smaller cities and ‘urban sprawl’. Based on street interviews and observations in a small city several mental maps and patterns of teenagers’ use of public space were identified. Starting from a case study in the city of Mechelen, this article suggests how these perspectives can be integrated into urban planning by identifying and tying together relevant planning layers, thus creating a more closely knit ‘teenage space network’. Wouter Vanderstede is an urban planner, anthropologist and historian. He is a researcher and staff member at Childhood & Society Research Centre–Onderzoekscentrum Kind & Samenleving vzw. Child friendly and teenager friendly planning and design of public space is one of the main research themes of the institute. View all notes     

Learning to belong? ‘Culture’ and ‘place making’ among children and young people in Hull,UK City of Culture 2017

ABSTRACT

Despite the rise of ‘child-friendly cities’ internationally, and a growing interest in youth engagement in urban planning, the role of children and young people in culture-led regeneration and ‘place making’ schemes, remains under-researched. Notwithstanding the wealth of research into childhood and youth cultures, little is known about the ways in which the abstract (and perhaps predominantly ‘adult’) notions of ‘culture’ and ‘place’ are negotiated by younger citizens. Drawing on participative research with schools across Hull, the UK City of Culture 2017, this contribution explores children’s and young people’s understandings of culture and place within this cultural regeneration event. Although our findings suggest that the City of Culture designation has brought benefits to children and young people in a marginalised city, there is still much to be learned from their often personal and informal interpretations of ‘place’ and ‘culture’, as well as the role played by schools in this context.     

New regionalism in Turkey: questioning the ‘new’ and the ‘regional’

Turkey’s regional policies are inspired by the new regionalism theory. During past two decades, key concepts of new regionalism, including knowledge economies, specialization, networked cities and innovation, have been incorporated in policy documents. At the same time, Turkey comes from a strong central state tradition that controls local and regional development. At first insight, new regionalism and strong central state control do not fit in the same frame. This research analyses the trajectory of regional policies in Turkey with the aim of explaining how these seemingly incompatible policies can coexist. It argues that regional policies developed at the central state level utilized new regionalism as a part of the strategy to maintain power in the course of transformation of the nation state.     

‘Angelic Spirits of ‘68’: Memories of 60s’ Radicalism in Responses to the 2010–11 UK Student Protests

The winter of 2010–11 saw a significant upsurge of student protest in Britain. This paper analyses the numerous references to 60s’ radicalism which circulated in responses to the protests, with a focus on left-wing media. Drawing on performativity theory, the paper traces the highly polarised divisions between affirmations and repudiations of ‘1968’ in responses to the protests. This polarisation, I argue, reflects an absence of a clear-cut collective memory of the British radical 60s. More broadly, the paper sheds light on the hitherto under-explored mechanisms through which memories of ‘1968’ shape the discursive and affective landscape of contemporary radical politics.     

Learning from history? From Soviet collapse to the ‘new’ Cold War

Many moments in what we now rather lamely call the ‘end of the Cold War’ have been examined in detail. However, within the extraordinarily rich literature that has arisen over the past 25 years, little attention has been paid thus far to one very important problem: the part played by ‘history’ in shaping the way different actors tried to make sense of what was going on around them in a time of rapid transition.     

Learning by ‘design’: how undergraduates in Singapore learn to become engineers

ABSTRACT

In this paper, we explore the evolving norms and dispositions of creativity and enterprise of engineering students using data gathered from a newly established technology and engineering-focused university called ‘UniTech’ located in Singapore. Based on interviews with students, we seek to explain (1) what they learn, reject, adopt and appropriate; (2) the kinds of challenges they face and (3) the unexpected and serendipitous outcomes of their learning. Through an integrated engineering curriculum focusing on design, students learn to be technically competent, creative and entrepreneurial persons. This paper considers how the curriculum works as a set of formal procedures preparing students for a future ‘knowledge-based economy’ imagined to be technology-intensive, dynamic and filled with opportunities but also increasingly uncertain. We analyse how students at UniTech negotiate this design-focused curriculum where experiences of creativity, open-ended possibilities and holistic perspectives intersect with the national economic agenda of a knowledge-based economy.