Facing the future,surviving the present: strategies for women graduate students in geography

Abstract

Women graduate students in geography programs in US universities face a variety of constraints and opportunities as they work towards advanced degrees and struggle to find a place for themselves in academia. The themes discussed in this paper concern understanding and challenging power relationships, networking, developing communication skills and effective mentoring. The paper concludes with suggestions for positive action and change.     

A toolkit to implement graduate attributes in geography curricula

This article uses findings from a project on engagement with graduate outcomes across higher education institutions in New Zealand to produce a toolkit for implementing graduate attributes in geography curricula. Key facets include strong leadership; academic developers to facilitate conversations about graduate attributes and teaching towards them; ownership of the process by the teachers; the development of a contextualized set of graduate attributes for the geography degree; curriculum mapping to promote alignment between graduate attributes, learning outcomes and assessment tasks; incorporating high-impact educational experiences and signature pedagogies to foster graduate attributes; the use of evaluative data to inform continual enhancements; and allowing at least five years for curriculum renewal to occur.     

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.     

Publishing the world: Perspectives on The Times Atlas

For over a century, The Times Atlas of the World has been a trusted and valued guide to study of the world's geography. For eighty of these 100 years, production of this work has been carried out in Scotland, following in the tradition of Scottish cartographic publishing. In relation to other work on the history of the atlas, and the history of geographical publishing in Scotland, this paper examines the development of the Times Atlas from its first edition in 1895 and considers the challenges posed to atlas production and publishing by the digital age.     

Tourism geography research in China: institutional perspectives on community tourism development

The explosive growth of tourism in China since the 1980s has generated attendant interest in tourism research in the country, among researchers both in the mainland and outside. The dialogue between the two communities (domestic and international researchers) is also growing, but is as yet still limited, with insufficient contributions from Chinese mainland tourism researchers to the international academic world. China provides a rich field for examining the cultural, social and institutional context in which tourism develops. Recent studies of village-based community tourism development in China, with an emphasis on institutional perspectives, provide some insight on the dynamic and complex changes of rural communities along with tourism development. In general, these papers show that village participation in decision making is growing, although examples of disempowerment are as rife as those of growing empowerment. Contested resources are one of the most influential factors in this struggle, along with the rapid growth of tourism that the country has experienced since the 1980s. The papers in this special collection also demonstrate the distinct character of domestic tourism research in China, which engages the rich body of literature published in Chinese, but is generally less connected to broader international debates in the predominantly Anglo-American English publishing realm.     

Movement in Print: Migrations and Political Articulations in Grassroots Publishing

What makes a book political? This essay takes up this question through analysis of a small network of grassroots publishing projects. In doing so, I suggest that the materiality and mobility of a book can be just as, if not more, significant than its content when considering its political character. Specifically, I examine the interconnected trajectories of a cluster of books published since 2010 that participate in conversations about migration, work, and popular politics in Argentina and Bolivia. By zooming in on two very distinct contexts of book culture (Buenos Aires and La Paz) and especially the connections and tensions that emerge between them, I seek to account for some of the heterogeneous contemporary formations of what Ángel Rama called the ‘lettered city’ in Latin America. As I focus on grassroots publishing projects, I shift my attention away from the usual spaces of book culture, allowing other marginal circuits of production, circulation, and consumption to appear. Combining ethnographic narrative with textual analysis, this essay develops the double concept of political articulation (as expression and connection) to offer a transdisciplinary exploration of how movement is shaping the print book – materially and politically – in Latin America today.     

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.     

高一涵研究的现状及今后的努力方向

高一涵研究近年来已取得重要成果,发表的论文对高一涵的启蒙思想、五四时期的政治思想、自由主义理念、人权思想、与五四运动的关系、与李大钊的关系等作了有价值的探讨.今后一个时期,高一涵研究应着重在高一涵政治思想研究、生平和活动研究、在五四时期的历史地位的研究、政治学思想研究、与五四时期历史人物关系的研究、与五四时期期刊关系的研究等六个具体领域下工夫.深化高一涵研究,使高一涵研究成为一个比较成熟的研究领域,必须注重学术研究资料的积累和搜集、研究观念的提升、研究视野的扩大、研究方法的更新、研究队伍的建设等,这是高一涵研究今后的努力方向.     

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.     

新中国图书出版的政府监管

建国之初,中央政府确定了中国图书出版业的计划管理体制,全面确立并构建了计划经济下图书出版业成长的基本框架;“文化大革命”的10年动乱,使图书出版事业受到了极大的破坏和摧残。改革开放以后,为适应社会主义市场经济发展的要求,我国政府逐步推行了出版管理体制和经营体制的改革,在一定程度上增强了出版单位自主经营和自我发展能力。同时,出版单位也普遍建立了以提高出版物质量为中心的多种形式的目标责任制。出版机构虽然经历了由机关而事业单位、由事业单位而事业单位企业化管理,进而初步融入市场经济的发展进程,但从总体上来看,出版业仍是属于特殊监管下的行业。随着我国社会主义市场经济的发展,面对各种挑战和问题,深化图书出版监管的改革势在必行。     

Monitoring the media: student production and use of newspaper resource files in economic geography

Abstract

This article discusses the use of newspaper resource files in economic geography, in particular focusing on a simple method of production involving student participation. It connects two related issues: first, the question of topicality in course content; and second, the problems associated with the collection and collation of up‐to‐date material at a time when there are both teaching pressures and an unrelentingly wide array of information and sources available to economic geographers. Against this background, the paper discusses the rationale for such a student‐based media monitoring activity, the simple procedures that might be used, and the advantages and disadvantages involved. It concludes that media monitoring is useful for students in maintaining up‐to‐date ideas and information in their course activity and that it may also trigger a series of valuable debating points, adding to the richness of the educational experience in economic geography.     

Beginnings: women and geography at Northwestern in the 1960s

This brief article attempts to paint a picture of the social and intellectual atmosphere in which Susan Hanson's postgraduate education took place and then discusses her particular experiences in the Geography Department at Northwestern University. It describes the sexist characteristics of American geographical university education in the 1960s and the competitive and male-dominated environment of Northwestern. It suggests that Susan's experiences at Northwestern were an important influence on her subsequent values, skills and interests as a feminist academic.     

20世纪90年代中期以来中国出版业的改革与发展

20世纪90年代中期以来,中国出版业经历着从计划经济向社会主义市场经济转变的历史性进程。从1993年开始到1998年,出版业改革的主线是由“规模数量为主要特征向以优质高效为主要特征”的“阶段性转移”;从1998年开始到2002年,集团化发展成为出版业改革的主题;从2003年开始,企业化转制成为出版业改革与发展的方向和主线。十多年来,出版业的政策走向反映了中共中央、国务院对出版工作的高度重视和大力支持,反映了出版业逐渐加快了产业化、市场化、国际化进程,反映了出版业改革不断深化的脉络。     

古籍整理出版的困境与出路

本分析了当前图书出版和消费的情况,回顾了一个世纪以来古籍整理出版的历史,指出在现代商业社会中,古籍类图书并不处于优势,而仅凭传统的整理出版方式己不能适应社会多方面、多层次的需要。作通过对传统化典籍整理出版趋势的分析,提出对这些典籍的整理出版应走商业价值与化价值并重的道路。     

Fieldwork@40: fieldwork in geography higher education

ABSTRACT

Fieldwork is the most powerful learning invitation in the toolkit of Geographical Education. This review of papers in The Journal of Geography in Higher Education (JGHE) suggests seven modes in the development of fieldwork. These are arrayed as a kind of historical, perhaps evolutionary, sequence but most remain current in Geography fieldwork practice. At the far end (1960s) of the sequence are didactic modes that are teacher centred and use the field as an adjunct to the classroom, in the middle (1990s) are modes that involve active learning and focus on the development of students as investigators and at the near end (2010s) are those that centred on the field study area and its qualities, that involve concern about the ethics of student engagement and that employ blended learning technologies. The review charts the JGHE’s gradual shift away from its original, almost exclusively, UK-focus toward something rather more international and inclusive. Fieldwork is where Geographers learn “from doing” Geography to “do” Geography. Its special attributes include providing experiential, sometimes transformative, learning through the immersion of the learner in the field experience. In 40 years, JGHE has helped Geography Fieldwork move from the margins of the curriculum to its current place at its core.     

Rotten to the core: Against a core curriculum for geography in UK higher education

Abstract

This paper examines some of the main reasons why a core curriculum for UK higher education is seen as being desirable, and challenges these arguments with particular reference to geography. It suggests that a core curriculum would be damaging for six main reasons: that problems exist over the identification of central elements which could provide the basis of a core; that the higher education experience should be enlightening rather than dehumanising; that the strength of geography as a very broad discipline would be damaged by the imposition of a core; that much of the most exciting geographical ‘knowledge’ is created at the research frontier rather than in any potential core; that there are problems over the choice of people who might determine any core; and that there are serious questions over precisely in whose interests a core might be created.     

Improving the transition to university: introducing student voices into the formal induction process for new geography undergraduates

Recently, there has been renewed interest in the area of school to university transitions within geography. This article focuses upon one aspect of these transitions, namely the induction programmes offered by universities to their new undergraduates. It argues in favour of extending the length of the induction period currently offered by many institutions and incorporating student voices into the induction process through peer mentoring. In making this argument, the article reports upon the new Extended Induction to Geography programme that Newcastle University piloted for the first time in 2011–2012.     

Facilitating the transition from being a geography student to becoming a geographer in Spain: the role of professional identity

ABSTRACT

The transition between university studies and workplace is often described as a difficult and challenging process. In this paper, we propose a series of modifications to the curriculum of geography studies based on an exploration of both student and professional perceptions on the image of the geography profession and how they identify with it. Based on several interviews, we suggest a series of recommendations for curriculum design to reconcile the disagreement found between student and professional perceptions and to foster students’ identification with professional images.     

Shifting Tradition: Writing Research in Canada

This essay locates Canadian writing research historically and provides a brief taxonomy of the scholarship produced in Canada and by Canadian rhetoric and composition scholars. It examines Canadian writing research from 1953 to the present day, and notes the importance of the scholarship of definition to mapping the Canadian landscape of the discipline of rhetoric and composition. It provides a contemporary snapshot of the work of Canadian writing scholars as intentionally separate from that of the United States, and asserts that Canadian scholarship is poised for revitalization, given the current new trend of focused attention on international writing research.     

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.