Teaching transnationalism in the Caribbean: toward an understanding of representation and neo‐colonialism in human geography

Undergraduate geography courses provide a significant entry way into representing and challenging dominant images of places and identities. Teaching geography in the Caribbean raises significant issues in terms of providing materials that explore representations of places and topics that are grounded in the region, while also moving beyond representations of islands as simply ‘Third World’, separate and distant. The author draws on the case study of teaching human geography courses at the University of the West Indies‐Mona, to explore the usefulness of transnationalism as a pedagogical framework—in conjunction with the use of films and fieldtrips—while examining processes of representation and neo‐colonialism.     

Teaching Economic Geography in Two Contrasting Asian Contexts: Decentering Anglo-American Economic Geography in China and Singapore

Teaching economic geography outside Anglo-American countries presents a particular pedagogical challenge, as theories and concepts developed in these countries might not be directly applicable outside their intellectual and national contexts. In this paper, the authors show how the peculiar institutional and development environments in China and Singapore have shaped the ways in which the economic geography curriculum is developed and taught in institutions of higher education. They also examine how students respond to the intellectual challenges presented to them. In their view, successful pedagogy in teaching economic geography requires a significant degree of localization of the curriculum.     

Developing Geographers through Photography: Enlarging Concepts

This paper explores how photographs can be used to teach urban social geography to second- and third-year university students. In it the author describes her work acquainting students with the skill of ‘directed observation’. She argues that teaching geography through photography is not merely asking students to take pictures but rather, the process of looking with intention. Capturing what is seen on film encourages students to engage with geography by seeing how ideas ground themselves on the landscape. This work also challenges how geographers think about what they require of students and calls into question normative classroom practices. Most importantly, it adds to our understanding of concepts that are central to geographic analyses and heightens our awareness of how well students understand. Photographs provide an opportunity to hear multiple voices in multiple ways. The author suggests that the methodological and pedagogical contributions of photographs have been overlooked in geography.     

Engaging with Economic Geography in the ‘Real’ World: A Central Role for Field Teaching

Debates concerning how to engage students with economic geography have ignored the important role of field teaching. This paper argues that fieldwork must remain a key component of economic geographical teaching and that it offers a variety of advantages to overcoming student disinterest in the sub-discipline. It goes on to argue that field teaching must be developed, not neglected, in economic geography and illustrates its pedagogical advantages with reference to the example of a field class in north-east England.     

Systems thinking within the scope of education for sustainable development (ESD) – a heuristic competence model as a basis for (science) teacher education

Systems thinking is regarded as a key competence in the field of education for sustainable development (ESD), because it helps students to understand the complexity and dynamics of natural, social and economic systems. In our research group, we developed a competence model that distinguishes four dimensions of systems thinking in ESD. Based on this model, we designed different university courses in biology and geography teacher education and measured their effects on student teachers’ systems thinking and the pedagogical content knowledge for teaching systems thinking with two different tests. Both variables could be effectively promoted depending on the course.     

Learning to teach geography for primary education: results of an experimental programme

Students training to become primary school teachers appear to have little awareness of the core concepts of geography (teaching). To ensure that future primary school teachers are able to develop their pupils’ geographical awareness, a six weeks programme was developed. The characteristics of this programme – named Consciously Teaching Geography (CTG) – are: principles of good geography teaching, conjunction and a recurrent structure during training, modelling and reflection. In a quasi-experimental research design the question is answered what the effects are of CTG on the development of pedagogical content knowledge (PCK) for the subject of geography of first year primary student teachers. The results indicated that the programme has a positive effect on the domain-specific PCK development in the short term.     

Geographical notes

An earlier reference to the term ‘social geography’ than those described by Dunbar (Scot. Geog. Mag., 93 (1977) 15–20) has been identified in a MS. by H. Gougeon dated 1873. The broader circumstances of the movement to reform geography teaching and the secondary school curriculum at the beginning of the IIIrd Republic are described as a necessary context for evaluating the Gougeon MS. An English translation of Gougeon's views of ‘social geography’ is provided, and although his outline provides no more than a sketch of the possible content of social geography several of the traditional topics of this sub‐field are readily recognizable.     

Professional Standards and Values for University Teachers of Geography

This paper introduces the theme of 'teaching geography to non-geographers'. It is set against the context of learning and teaching with the 'Other' in geography. At the outset a working definition of a 'non-geographer' is provided. The resource and pedagogical implications arising from teaching geography to non-geographers are then outlined. Finally, the contributions to this broader debate from the five case studies that comprise this JGHE symposium are summarised.     

Two modes of peer teaching in introductory college geography

Abstract

Two modes of using undergraduate students as peer teachers in introductory courses have been developed at the University of Colorado at Boulder. Peer teachers are small group leaders in a human geography course built around role playing simulations; in two physical geography courses they are tutors in a self‐paced system. A separate course provides peer teacher guidance—a course‐within‐a‐course model. Socio‐psychological, pedagogical, economic, and political implications of peer teaching are interpreted after ten years' experience with the programme.     

Placing the Personal in Pedagogy: Engaged Pedagogy in ‘Feminist’ Geographical Teaching

This paper attempts to unravel the complexities of including the personal in geographical teaching. Drawing on email responses from 10 academics and her reflective teaching diary, the author differentiates the ‘personal’ as experiential and ‘personal’ as private in these accounts of teaching practices, revealing the contingent (re)constitution of ‘geographical knowledge’. In recognizing the negotiation of our positionalities, interactions with individuals and class groups, and broader academic settings (i.e. geographical discipline, university contexts and broader educational trends) the unquestioning employment of ‘the personal’ is further problematized. The paper concludes by contending that rather than dismissing the personal in teaching contexts or reverting to (or even maintaining) traditional disempowering pedagogies, a more nuanced and contextualized pedagogical politics is necessary both within, and beyond, geographies.     

Feminist geographies in Greece: a personal trajectory between ‘local’ and ‘international’

Abstract

Feminist debates in the context of an active women's/feminist movement found their way into the Greek academy in the second half of the 1970s, initially in history. Urban studies and geography were ‘late-comers’ in these debates which took place in different disciplinary environments where geography courses were taught. The article presents a personal account in and through the development of feminist approaches in urban geography, drawing from my teaching and research experience since 1982 in a department of urban and regional planning. This experience has been accumulated as a hard exercise in navigating through the denial and reluctant consent of various levels of administration, students’ changing acceptance, some women’s valuable active support, in the university and beyond, and other colleagues’ opposition or indifference. In this process, recent and longer-term developments have contributed to form a (continuously negotiated and contested) space for feminism, for tolerance, diversity and difference, in which a ‘we’ has been tortuously formed which speaks across worlds, participates in a plurality of communities, communicates in more than one languages and in a plurality of voices between ‘local’ and ‘international’.     

Cultural Economy: Achievements,Divergences, Future Prospects

This paper reflects on two decades' scholarship in geography on cultural economy, assessing strides made against some of the expectations of early proponents. Cultural economy continues to be a polysemic term. In some quarters, it refers to a type of economic geography into which matters of ‘culture’ are absorbed. This work frequently focuses on the empirics of the so‐called ‘cultural and creative industries’. Others see cultural economic research as an opportunity to move beyond the epistemological constraints of ‘culture’ and ‘economy’, questioning their status as foundational categories. This latter approach has been used in a broader set of empirical projects encompassing technology, knowledge, and society. Contrasting threads of cultural economic research have helpfully moved geographical scholarship beyond paradigmatic limitations, but jostle somewhat uncomfortably within existing (and increasingly specialised) disciplinary and subdisciplinary fields. The risk is that by questioning the categorical underpinnings of much specialised research, cultural economy struggles to ‘belong’ in the increasingly coded and compartmentalised university setting. I conclude with a discussion of future prospects. Some measure of vitality could be achieved through incorporation of a cultural economy perspective into the pressing issues of climate change, human sustenance, and urban infrastructure planning. These are issues for which the polysemy of cultural economy could prove constructive, transcending technocentric market ‘fixes’ and bland assumptions about how best to ‘green’ our cities – promoting instead ethnographic interrogations of how humans access, use, exchange, and value financial and material resources as moral and social beings.     

Gender and geography in the Netherlands: from separation to integration

Abstract

This article reports on the development of feminist geography in the Netherlands in the past forty years. In response to critical feminist students, feminist geography originally developed in a strategy of separation with the appointment of university lecturers specialized in ‘women’s studies’, the introduction of elective courses and research projects, and the creation of national networks. Gender is currently more and more integrated in core geography teaching and mainstream geographical research and separate networks are dissolved. Although feminist geographers in the Netherlands are successful in teaching, publishing and acquisition of research funding, gender issues and perspectives are still not firmly rooted in geography curricula and research programs. Integration is highly dependent on the feminist commitment of individual lecturers and researchers and gender perspectives are at risk of marginalisation or disappearance. Feminist geographers in the Netherlands must still be vigilant to preserve the achievements of forty years of Dutch feminist geography.     

Quality assessment of teaching: inputs,processes and outputs

Abstract

The nature of quality in teaching and learning is outlined, as a prelude to a discussion of the processes of quality assessment to teaching being employed by the Higher Education Funding Council for England. Despite claims that the latter defines quality as ‘fitness for purpose’ there are strong indications that ‘quality as standard’ is what is generally being applied. The implications of this procedure are discussed, both generally and for English university departments of geography.     

Make your practicals open‐ended

Abstract

Most practical work in geography can be characterised as ‘closed’ teaching which offers little opportunity for students to develop important research skills. I prefer, where possible, an alternative ‘open’ approach, and this is illustrated by examples of work in quantitative methods.     

Teaching about political violence: a primer on representation

Geography is not generally viewed as a ‘source’ discipline for political violence studies, but this paper begins with the presumption that geography is well disposed to teach courses on the subject. The key purpose of this paper is to demonstrate that engaging issues of political violence is useful for our pedagogy. In particular, teaching about political violence allows geography to address concerns arising from the ‘crisis of representation’. It does so in two ways. First, it provides another venue for teaching about the ‘the other’ and ‘othered places’ in our curricula. Second, it also allows geography to challenge uncritical tropes about political violence as emerging from some peoples and places and not others. As a case study this paper overviews a course entitled Militia Movements in Comparative Perspective. This course was organized around a theoretical unit and four case study units. The case conflicts were chosen to represent conflicts that crossed ideological (right/left) and geographical (Global North/Global South) divides. The course structure is overviewed and a classroom discussion that highlighted questions about representation is described and analysed. The paper concludes by reviewing current efforts to address violence in the discipline, noting problems with these efforts, and suggesting alternatives to them.     

Rejoinder to Professor Ho’s team on the article entitled ‘On evolutionary economic geography: a literature review using bibliometric analysis’

Professor Ho’s team has raised three questions about our paper entitled ‘On evolutionary economic geography: a literature review using bibliometric analysis’ published in European Panning Studies. The first one is about the number of articles in our search results. The second one is about the databases we have used in the Web of Science system. In the last comment, Professor Ho suggests a new searching strategy – ‘front page’ rule. We have responded to those three comments one by one in this rejoinder.     

Economic Geography as Dissenting Institutionalism: The Embeddedness, Evolution and Differentiation of Regions

This paper endorses recent pleas for an ‘institutional turn’ within economic geography. In particular, it reveals and connects the coherence and distinctiveness of dissenting institutional economics as a way of thinking for economic geography. Economic geographers have recognized this tradition but its continuity and compass is not fully appreciated. To provide such an appreciation, this paper argues that the paradigmatic distinctiveness of dissenting institutionalism rests especially on its recognition that real world economies are embedded, have histories or evolve, and are different. The discussion is based around these three cornerstone principles of embeddedness, evolution and difference. For the future, greater attention to the region as an institution, albeit a complex one, along with greater attention to the synthesis of multi‐dimensional processes that are normally analyzes as separate conceptual categories, is encouraged.     

南京大学经济地理学发展历程与展望

南京大学是我国地理学研究的重要阵地,在经济地理学领域更是有着深远的影响。本文基于对地理学刊物上发表论文的统计,对南京大学经济地理学发展的历程进行了系统的研究。南京大学经济地理学发展主要分为快速发展期、波动停滞期、复苏繁荣期、蓬勃发展期等四个阶段。在研究内容上,主要涉及区域经济与区域发展、交通地理学、空间结构与空间布局、产业集群与新产业区、企业与区域增长、低碳经济与可持续发展、全球化的经济活动、技术进步与信息化、制度经济地理学等9个主要领域。这9大领域在国内学界有着重要的影响。最后,展望南京大学经济地理学学科发展,提出新经济地理学、制度转向/文化转向、服务国家需求是未来研究的三大主要方向。