Internationalization: Institutions,People and Programmes in Colorado

This paper focuses on the internationalization of curricula, faculty and campus activities in a case study of colleges and universities in Colorado. ‘Internationalization’ is a recent trend in US higher education and is sometimes given as a reason for hiring foreign-born faculty. A survey was used to explore how the definition and degree of internationalization would vary by institutional mission, goals and size as well as by the interests and expertise of key administrators and staff. None of these factors accounted for the survey results. Instead, the results indicate inconsistencies in institutional definitions of internationalization and in the implementation of resulting programmes. These inconsistencies may be a reason why foreign-born faculty can receive a mixed reception and encounter varied support on US campuses and raise a number of issues for further research on the discourse of contemporary US higher education.     

'Walking the walk and talking the talk': Bodies,conversation, gender and power in higher education in England

Combinations of speaking, listening and bodily behaviour have been neglected in accounts of the operation of power. Although often described as fluid and interactionally produced, power has been the subject of few empirically based analyses at micro-interactional scales. Drawing on interviews with undergraduates and extracts from teaching interactions at higher education institutions in England, this article focuses on talk as a situated practice. It describes how verbal and bodily behaviours together are fundamentally involved in the enactment of instructor and student roles and power relations, and the collective interactional (re)production of teaching spaces. It discusses two broad types of teaching interaction in terms of gendered differences in the structure of talk, drawing attention to how these are shaped by differences in how instructors enact power. I suggest that men may routinely engage in conversations with 'feminine' structures in teaching spaces without this compromising heterosexual masculinity, and present reasons why it may be more likely that women be problematized for using 'masculine' verbal styles. I also argue that rather than simply being inscribed on to instructors' bodies in ways that accord with the hegemonic discourses of gender, authority and respect have to continually be earned from students, and verbal behaviour is deeply involved in this process. It is not enough to 'walk the walk', instructors must also 'talk the talk', in ways that students deem legitimate.     

Illuminating spaces in the classroom with qualitative GIS

As social and postmodern ontologies continue to shape our definition of space, undergraduate instructors have struggled to incorporate these paradigms in the geography classroom. Recent research suggests that practical applications using field work, qualitative research, and geographic information science can augment students’ understanding of these spatial ontologies. Qualitative GIS holds promise as a means to integrate these methods in geographic education, yet there are no signs to date that the methodology has transitioned from research to teaching. This paper details our attempt to incorporate qualitative GIS into an undergraduate urban field studies course in lieu of a strictly lab-based GIS assignment. We outline our approach before discussing students’ engagement with the assignment in greater depth. Drawing from field experiences and deliverables across four terms, we argue that teaching from a qualitative GIS framework can effectively communicate the fundamentals of modern spatial theory and geographic research methods to students as they investigate problems in the field. We also note recurring challenges to mixed-methods teaching for students unfamiliar with the new methods presented. We close by discussing avenues for instructors in different circumstances, e.g. personal skills sets and class characteristics, to consider qualitative GIS in their classrooms.     

Teaching Geography to Non-traditional Students: Inducting,nurturing and retaining them

The Department of Environmental and Biological Studies at Liverpool Hope University College recruits an above-average number of students who could be classified as 'non-traditional'. Many are mature and many have gained entry to higher education via routes other than A level. In addition, and increasingly, many have selected or been allocated to the first-year geography modules with little or no experience of geography education. These students undertake a carefully structured programme of small-group teaching, designed to induct and train them in the practices of higher education and through which they are introduced to key geographical concepts. This paper highlights some of the issues arising from teaching non-traditional students and identifies as case studies elements of the programme, which support the development of students' skills and geographical understanding.     

The China factor in US alliances in East Asia and the Asia Pacific 1

Any discussion of the United States' alliances in East Asia and the Pacific should include an understanding of the role that China plays in regional security in general, and the influence of such a role on the alliance system in particular. The 'China factor' in the contemporary US alliance system can be understood by asking the following questions: (1) what are China's perceptions of and concerns regarding the US alliance system as a whole and regarding specific bilateral military alliances of the US?; (2) where does China figure in the American post-Cold War worldview, and what role does the United States itself see its alliances playing in relation to China?; (3) to what extent are the current bilateral alliances of the US directed against China, in the view of US allies; and (4) how might the reshaping of the international security environ ment following the 11 September 2001 terrorist attacks in the United States affect China's perceptions and attitudes towards future alliance developments?     

‘Homes’ and being ‘at home’ in New Zealand: women's place-making in internationalised higher education

Research on students' experiences in internationalised higher education largely assumes students' autonomy and privileges their public selves. New Zealand research is no exception. Little attention has been paid to students' lives beyond classroom contexts; how national policy and institutional practices shape students' everyday experiences and ‘home’ lives similarly and differently. In addition, gender is afforded scant attention or considered only as a secondary concern, and people whose partners or family members are international students are invisible. This article endeavours to address the relative inattention to gender in international education research and the invisibility of women whose partners are international students. It draws on data from interviews with 17 women involved in a broader doctoral research project during 2005 and 2006. The women were either migrant or international students or had partners enrolled as international students. The article uses ‘home’ as a lens for examining women's situated and transnational place-making and factors that promoted or precluded a sense of belonging in New Zealand. It draws connections between women's accounts of ‘home’ and feeling ‘at home’, and broader politics, policies and institutional practices in New Zealand higher education.     

Communities of Knowledge: Teaching and Learning in Maritime Archaeology

This paper explores the points of contact and divergence between education, training and experience in maritime archaeology. In particular, it is proposed that whilst it is worth developing McGrail’s (Studies in maritime archaeology. British Archaeological Reports, Oxford, 1997) discussion of what should be included when we teach Maritime archaeology, more might be gained from moving beyond individual opinions of instructors. As such, this paper includes an exploration of both my own answers to the questions offered in the call for papers and those of past and present Southampton students. What emerges from this comparison is that by focusing too closely on the specifics of what is (or should be) taught, we miss out on what students actually gain from courses and more broadly what we gain as a community.     

改革开放后首批留美生的选派及其影响

改革开放后首批留美生的选派是留学教育全面恢复的组成部分和重要标志,内驱力源于现代化建设对人才的巨大需求,同时中美关系的改善也为留学教育的恢复提供了宽松的外部环境.此次选派不仅促进了高教改革、科研创新,而且摸索出一整套向资本主义国家派遣留学生的选拔办法和管理体制,开启和引领了一个史无前例的留学时代.     

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.     

Front and Back Covers,Volume 34, Number 2. April 2018

Cover caption, volume 34 issue 2 Front Cover: School shootings Student lie‐in at the White House to protest gun laws, 19 February 2018. The demonstration was organized by Teens For Gun Reform, an organization created by students in the Washington, DC area in the wake of the 14 February shooting at Marjory Stoneman Douglas High School in Parkland, Florida. Earlier on the day of the shooting, the priest at the Basilica of St Francis of Assisi in Santa Fe mused during the Ash Wednesday ritual whether valentine hearts and bouquets of red roses could coexist with ashes on foreheads and reminders of human mortality. Could love and death be partners? As the congregation exited the church, mobiles rang with news of yet another school shooting and the deaths of 14 high school students and three teachers trapped inside an elite high school in suburban Florida. The gunman was a high school reject and white supremacist. It was the 292nd school shooting in America since Sandy Hook, the tiny tot massacre of 2013. Yet America's presidents and political leaders across the political divide remain hostage to the National Rifle Association's mantra: more automatic rifles equals more security, now including in US schools. State laws prevail over executive orders. Currently 14 states in the US arm teachers and 16 states allow local school boards to decide whether to do so. But one thing has changed as the survivors of the school massacres and their young followers have taken the reins. Beginning on 14 March, thousands of students from elementary and high schools have begun to march out of their classrooms. A new and powerful civil rights movement is spreading across the nation. Meanwhile Trump and his education secretary are proposing to target poor, black and Latino students, to undo President Obama's policies that protected male minority students from disproportionately harsh ‘zero tolerance’ school policies. In this issue, Scheper‐Hughes considers school shooting antecedents, beginning with the misfired Clinton campaign against youth violence. Back Cover: ESTHER GOODY (1932–2018) Esther Goody during fieldwork in Ghana, 1957. Esther Goody was a member of one of the most famous husband‐and‐wife teams in anthropology. She devoted her working life to the study of northern Ghana's peoples and to synthesizing social anthropology and social psychology.     

Teaching with Digital Archaeological Data: A Research Archive in the University Classroom

Digital tools and techniques have revolutionized archaeological research and allow analyses unimagined by previous generations of scholars. However, digital archaeological data appear to be an underappreciated resource for teaching. Here, the authors draw on their experiences as university instructors using digital data contained in the Digital Archaeological Archive of Comparative Slavery (http://www.daacs.org) to teach in a variety of higher education settings, from method-intensive thematic courses for graduate students to general education science courses for undergraduates. The authors provide concrete examples of how they use digital archaeological data to accomplish a range of pedagogical goals. These include teaching basic artifact identification and simple statistical methods as well as developing skills in critical thinking, inference from data, and problem solving and communication. The paper concludes with a discussion of how archaeologists can use digital data to address ethical and curricular issues, such as preservation, professional training, and public accountability that are crucial to the discipline and relevant to the academy at large.     

The migration response to the Legal Arizona Workers Act

The 2008 Legal Arizona Workers Act (LAWA) requires all public and private employers to authenticate the legal status of their workers using the federal employment verification system known as E-Verify. With LAWA, Arizona became the first state to have a universal mandate for employment verification. While LAWA targets unauthorized workers, most of whom are Latino immigrants, other groups could experience LAWA's effects, such as those who share households with undocumented workers. In addition, employers may seek to minimize their risk of LAWA penalties by not hiring those who appear to them as more likely to be unauthorized, such as naturalized Latino immigrants and US-born Latinos. Existing research has found a reduction in foreign-born Latino employment and population in response to LAWA. This paper asks a different question: have groups that are most likely to be affected by the law migrated to other states? We find a significant and sustained increase in the internal outmigration rate from Arizona of foreign-born, noncitizen Latinos – the group most likely to include the unauthorized – after the passage of LAWA. There was no significant LAWA internal migration response by foreign-born Latino citizens. US-born Latinos showed some signs of a LAWA-induced internal migration response after the law went into effect, but it is not sustained. The results indicate that local and state immigration policy can alter the settlement geography of the foreign born. This leads us to speculate about how immigrant settlement may adjust in the coming years to the intersecting geographies of post-recession economic opportunity and tiered immigration policies.     

The Nixon and Ford Administrations and the Future of Post-Franco Spain (1970–6)

What was the value of Spain to the United States in the last years of the dictatorship of Francisco Franco? Unlike the Western European states, Washington had specific military interests in Spanish territory: military bases that were part of NATO's defensive strategy even though Spain was not a member of the Alliance. Since 1953, the Francoist system had been the guarantor of the political stability essential for the proper use of the bases. With the dictator's death approaching, maintaining stability in post-Franco Spain was the main concern of the US government. The maintenance of the bases as well as the Spanish policy of the European NATO members who, for the US Secretary of State Henry Kissinger, were capable of ‘making shoddy decisions of heroism so long as they don't have to pay for them’, would be essential to keep Spain stable.     

Virtual Geographies and the Use of the Internet for Learning and Teaching Geography in Higher Education

Despite the plethora of teaching materials that are available on the Internet to enhance geography higher education, few assessments of the effectiveness of these materials exist. This symposium collects papers that provide guidelines for using the Internet effectively for teaching geography. Students must learn how to use the Internet effectively to promote learning; instructors need to learn how to use the Internet effectively to promote good practice in higher education; instructors need to learn how to use the Internet effectively to enhance learning; and higher educators need to learn how to use the Internet effectively not only in traditional classroom settings, but in new, non-traditional settings such as those used for distance learning. These papers provide some assessment of these various aspects of using the Internet for teaching geography in higher education.     

Men Want Something Real: Frank Buchman and Anglo-American College Religion in the 1920s

In 1925 a Princeton University alumnus told a group of faculty that "men want something real." He felt that students at Princeton and other universities were trapped in institutions historian George Marsden later described as increasingly secularized and secularizing. Their education was too theoretical and their Christianity was too conventional. Caught in such a place, young men wanted some kind of real-life experience, unmediated by books or instructors. They wanted excitement and intensity, the kind their predecessors found in the Great War. In place of immorality, or conventional Christianity, evangelist Frank Buchman organized a cell group movement where men could get an exciting religious experience. He repackaged Anglo-American evangelicalism so it would appeal to modern young people. The movement began in America, but soon included elite college students in Britain as well. It focused particularly on "key men," vital to Buchman's goal of remaking the world.     

Mapping US Public Diplomacy in the 21st Century

This article tracks how the US is adapting its public diplomacy architecture to suit the needs of the information age. The areas of public diplomacy used to influence foreign target audiences are media diplomacy, public information, internal broadcasting, education and cultural programs, and political action. The agencies involved are the State Department, the International Broadcasting Bureau and the National Endowment for Democracy. Key features are the use being made of the Internet as a major tool for information dissemination and interactive communication between US public diplomacy practitioners and their target publics and the 'deep coalitions' being fostered with civil society actors to shape the norms and values of the post Cold War. This strategy is described by Arquilla and Ronfeldt as 'noopolitik' as opposed to state-centred realpolitik. Noopolitik emphasises the shaping and sharing of ideas, values, norms, laws, and ethics though soft power and is recognised by its authors as being very similar to the academic school of constructivism.     

Anti-Prostitution Politics and Militarised Urban Prosperity in the US Military Camptown in Korea

Camptowns (kijich'on) are neighbourhoods located near US military bases in Korea that are organised around the military service economy, especially the sex industry. While most studies of Korean camptowns point to the US military's involvement with the camptown sex industry as evidence of US military imperialism, this article argues that since 2004 anti-prostitution polices have been essential to stabilising American militarisation in Korea's urban realm. Focusing on Anjeong-ri, a camptown located adjacent to Camp Humphreys, the largest overseas US military base on the planet, the article examines how Korean development actors invoke hierarchies of race, gender, sexuality, and class to distance the camptown from the sex industry and to construct the camptown as a space of militarised urban prosperity. By showing emerging ways in which US military empire works through anti-prostitution policies and through the urban system in Korea, the argument poses a challenge to anti-prostitution feminists who have long located evidence of American empire in the sex industry itself.     

Regendering space and reconstructing identity: Bedouin women's translocal mobility into Israeli-Jewish institutions of higher education

This article offers a geographic perspective on the mutually constitutive relations between institutions of higher education and Bedouin women's gendered spaces, identities and roles. Situated beyond Bedouin women's permitted space and embedded in Israeli-Jewish space, institutions of higher education are sites of displacement that present Bedouin women students with new normative structures, social interactions and opportunities for academic learning. As such, they become a discursive arena for the articulation and reconstruction of their previously held conceptions and identities. Often the journey to institutions of higher education signifies for Bedouin women the first opportunity to venture out of their community. Traveling to the university as students, returning home as educated women and embarking on professional careers outside tribal neighborhoods and villages involves moving across and beyond different locales. Such translocal mobility necessitates constant negotiation between seemingly contradictory cultural constructs and the development of varied spatial bridging strategies. The article seeks to contribute to Bedouin gender studies by going beyond the functional role of higher education institutions as well as the gendered hierarchies of women's mobility, placing emphasis, instead, on the effects of socio-spatial contextuality that shapes Bedouin women's experiences.     

Engagement or empire? American power and the international order

Three recent surveys of American foreign relations lie at the intersection of topical academic and policy debates. Robert Lieber's Eagle rules? makes a case for American primacy as a precondition for global stability, and in so doing reflects an agenda for US foreign policy that is broadly associated with the current Bush administration. By contrast, Joseph Nye's The paradox of American power argues against US unilateralism, and may be read as an implicit critique of the apparent recent shift in American strategy. Nevertheless, both Lieber and Nye make a case for extensive American engagement with the world as a basis for international stability. By contrast, Chalmers Johnson's Blowback views America's global ‘engagement’ as a thinly disguised diplomatic veil for imperialism. Although they make very different arguments, these three books are usefully considered together. Nye's stress on the importance of soft power, multilateral diplomacy and wider structural changes in the nature of world politics is a useful corrective to Lieber's emphasis on US primacy. But Johnson is right to criticize the excessive and ultimately counter‐productive level of military involvement of the United States around the world. In the absence of a more effective global balance of power, the preconditions for a robust system of international diplomacy as well as the management of globalization will not be satisfied.     

Planning education in a globalized world

Five aspects of planning education at the turn of the century are discussed in this comment on Leonie Sandercock's well argued paper. The dominance of English as lingua franca and the advance of the Anglo‐American approach to planning education in a globalizing world are seen as facts which give long standing regional traditions in other cultures little chance to transfer their experience and knowledge to the English speaking planning world. Despite global convergence in planning and planning education the adaptation to regional characteristics is still essential to move from knowledge to action in urban and regional development. Training students to develop creative competence is considered as a crucial and indispensable component in planning education. However, returning to physical planning and urban design as taught in many European schools, is considered to be deadly for the future of planning schools in Europe. This danger and the never‐ending departmental disputes among planners coming from different academic backgrounds about planning education makes planning educators the most dangerous enemies of forward looking planning education. This brief comment to Leonie Sandercock's inspiring paper is written with an optimistic outlook. The optimism is based on a scenario of two quite different concepts of planning education: a global, more theoretical concept aiming at advancing knowledge in the field, and a regional, more professional one which strives for better local and regional life spaces in a globalizing world, dominated by global markets and a global value system.