Productive tensions—engaging geography students in participatory action research with communities

This study discusses the benefits and challenges of an undergraduate module on participatory geographies, involving students in co-producing research with community partners. The module challenges the knowledge production model predominant in Geography curricula. We argue that it develops students' skills and understanding through engaging them intellectually, socially and emotionally outside the university. As a student, two community partners and a professor, we offer our perspectives on the opportunities and conflicts that arose. We do not gloss over tensions in achieving the module's diverse aims, but suggest that these are productive for teaching, learning, research and the needs of community organizations.     

Local knowledge is required: a rhythmanalytical approach to the late Mesolithic and early Neolithic of the East Anglian Fenland, UK

This is a paper about blurring the boundaries between people, land and water in the past and of appreciating the importance of the wider environment in our accounts of prehistory. Maritime approaches to time/space are shown to offer new ways of looking at how people engage with the world around them. Informed by these approaches, and building on Lefebvre’s concepts of lived space and rhythm, current tensions within archaeology between cartesian and phenomenological approaches to the past will be shown to be unconstructive. These issues are all addressed in relation the late Mesolithic and early Neolithic of the East Anglian Fenland. Here a rhythmical, maritime approach will be shown to offer us a subtly different view of life during this period.     

Politically Engaged Geographical Research with the Community Sector: Is It Encouraged by Australia's Higher Education and Research Institutions?

With the application of neoliberal thinking to the higher education sector, measures of research quality and utility have proliferated in efforts to increase academic accountability, innovation, and contributions to public policy. We intend to reignite discussion about community activism and the role of the academic in response to trends in higher education policy and recent debate in Australia about research quality assessment and policy relevance. We challenge the common portrayal of the public sector as the sole locus of policy‐making and argue the case for greater recognition of the role of the community sector and its research partners in policy development and implementation – one that is not given due attention in the discourse on or in measures of research value and impact. Informed by recent literature on governance and interpretative approaches to policy analysis, we draw on our combined experience conducting research with two Australian movements at the forefront of reforms to property rights institutions, legal standards, and norms relating to social and economic equity to outline the institutional tensions and structural impediments facing researchers working with the non‐government sector. The paper documents the progressive roles the academic can play in such work, arguing that institutional change is required within the tertiary sector to support researchers to build closer, more trusting research partnerships in which due attention is given to social impact and relevance.     

Valuing and evaluating university teaching

Abstract

The quality of university teaching in Britain is rarely evaluated systematically, and career advancement tends to rest predominantly upon research performance and publications. Although this paper does not pretend to offer a full review of the relevant literature, it introduces a variety of ways of assessing a teacher's commitment, performance and effectiveness, which are used elsewhere. The focus of the paper is on assessment for promotion but staff evaluation should also be seen as of value in staff development and in fostering a fully professional attitude to the teaching of geography in higher education.     

History of Psychology in China: Contributions,Challenges, and Future

The history of psychology makes three major contributions:(1) promoting the development of psychology in China;(2) establishing the history of Chinese psychology as an academic discipline;(3) playing an important role in training the next generation of Chinese psychologists.This effort faces numerous challenges,including the reduction in undergraduate teaching hours,declining enrolments at the postgraduate level,limited innovation in research,and a lack of financial support.These challenges stem largely from changes in the Chinese academic assessing system,the greater weight placed on experimental psychology,and a fewer opportunities for researchers.To address these concerns the history of psychology in China should make the history of Chinese psychology its research priority,while also presenting its findings to the public,and developing innovative teaching and research approaches.     

Changing Values in the Art Museum: rethinking communication and learning

In changing times older art-museum values are coming under challenge and new emphasis is being placed on museum-audience relationships. The professional development of new communicative approaches in art museums can be seen as a form of action research. Older modernist models for communication based on the transmission of authoritative subject-based facts to a mass of passive receivers are being superseded by new approaches that acknowledge 'active audiences', constructivist and interpretist learning theories and the complexities of cultural politics. New roles for art museum professionals, the concept of differentiated audiences, the intervention of new voices and the exposition of new narratives offer possibilities for the reconceptualisation of art museums that are rooted in late 19th-century modernist culture.     

Mapping feminist geographies in Spain

Abstract

Based on our experience of years of research, teaching and academic administration, this text gathers reflections on the past, present and future developments of feminist geography in Spain. We first show how a gendered perspective was introduced into geography in the late eighties. We then reflect on what we call ‘the stage of consolidation’ alongside territorial inequalities at the turn of the century. And we finally present some notes what the current situation is and identify future challenges. Despite the difficulties, we offer a positive vision of a long journey that has no turning back.     

A queer theory of software studies: software theories,queer studies

This introduction to the themed section ‘Queering Code/Space’ poses the question: what is the spatial relationship between technology and sexuality? We outline two overarching issues concerning technology and sexuality that lie outside of yet intersect with discussions in geographical scholarship. We then detail the characteristics of two largely distinct schools of thought – software studies and queer theory – to examine the tensions of and correspondence between these separate intellectual systems. We assess what might be productively found at the intersections of software studies and queer theory in terms of their respective epistemological approaches toward the topics of technology and sexuality. We briefly outline the effects the combination of software studies and queer theory have had on geography and what more they might have to offer. We conclude by providing an overview of the articles in the themed section.     

National sustainabilities

In this paper, we examine the potential for developing a stronger connection between the two significant discourses of sustainable development and nationalism. While there has been limited academic enquiry into the relationships that might exist between these two discourses, we draw on the case study of Wales since 1999 to show how policy-makers are increasingly examining the potential for promoting a more fruitful dialogue between them. We examine how nationalist discourses in Wales have led to the development of a form of sustainable development that is allegedly more attuned to Welsh national values and identities. We also show how sustainable development is being used to imagine new and possibly more inclusive kinds of futures for the Welsh nation. We conclude by reaffirming the fruitful synergies that might exist between sustainable development and nationalism while acknowledging the tensions that arise in seeking to make connections between them.     

Universities,the Second Academic Revolution and Regional Development: A Tale (Solely) Made of “Techvalleys”?

Universities are crucial organizations in the knowledge society. As such, a new social contract between academia and society is being developed, inducing significant dynamics of change in academia. Change is configured by the integration of economic development in the mission realm of universities, together with teaching and research, which set off an academic revolution. This revolutionary move within academia is being scholarly analysed mostly from the perspective of technology transfer and spin-off firms' development. Taking into account the nature and challenges of the contemporary society, this paper acknowledges that these dominant approaches to the changing academic mission provide an incomplete picture of the role universities can play in development processes. Accordingly, it uses a broader perspective on the academic revolution in order to detail the developmental role played by higher education and the relevant development resources that universities can provide and left out of the mainstreamed picture. It suggests that the need for broadening the perspective gains increased relevance when trying to know more about the role universities play in regional development. It asserts that universities, as regional development agents, are essential to help regions to combine and mobilize the knowledge and relational resources that nourish the capacity for collective action, i.e. to build up regional institutional capacity.     

‘A belated return for Christ?’: the reception of Arnold J. Toynbee's A Study of History in a British context, 1934–1961

The negative reception of A Study of History at the hands of British historians has masked wider responses to the work in Britain which reflect major tensions within British society and wider attitudes towards the idea of civilisation, the British Empire and religion. The highly critical response to the work from the majority of professional historians reviewing the book is indicative of major debates within British history writing, including the role of empirical and idealist interpretations of history, and the increasingly academic and scholarly role of the historian. Toynbee's position as a public voice and a celebrity historian in the 1950s, whose approach to history eschewed constraints of period or region, represented antithesis to the expanding historical profession and scholarly research. Arnold Toynbee's A Study of History was a weathervane for contemporary cultural and intellectual concerns of the era.     

Contextualising Recent Tensions in Seventh‐day Adventism: “A Constant Process of Struggle and Rebirth”?

Between 1844 and 1863, fragments of disappointed Millerism developed the landmark ideas, the denominational name and the basic structure of what is now the Seventh‐day Adventist Church with fifteen million members (2008) in 201 countries. This article contextualises the struggle of recent decades between continuity and change in Adventist teaching, suggesting that a score of doctoral theses/dissertations and other studies offer a coherence that is deeply disturbing for some believers, insufficient for some others, but satisfying for many. The demands in Western culture for faith to be shaped by evidence and to offer existential meaning have elicited three stances in relation to traditional Adventist thought: reversion, alienation, and transformation. Whereas the consequent tensions may be viewed as evidence of “growth, vitality and increased understanding,” they also constitute an urgent call for effective internal and external dialogue.     

Geography in Higher Education in Australia

Within the last 30 years, geographical information systems (GIS) have been used increasingly in the training of geographers. On the basis of the philosophy of technology and instrumental genesis, we sketch how the use of instruments interacts with learning processes and outline how this can be studied. We empirically analyse students' learning processes and the influences of teaching practice in an introductory course in GIS. We show that students have different strategies for creating their personal instrument for spatial thinking and how teaching interacts with the students' learning processes. Finally, we discuss how GIS may gradually alter future professional development of geographers.     

Concerns,Attitudes, and Abilities of Early-Career Geography Faculty

Professional experiences during graduate school through the first few years of an academic appointment shape patterns of work and social behavior that prefigure the long-term success of new faculty members, including prospects for tenure and promotion. We explore these experiences through interviews and surveys with a sample of early-career faculty in postsecondary American geography. Our analysis reveals that teaching is the primary source of anxiety among new professors, many of whom begin their first academic positions with little or no preparation in learning theory, course design, or pedagogy. Many new faculty members struggle to maintain healthy personal and family lives, while adjusting to unfamiliar norms of their new institutions. New professors benefit from support offered by their department chairpersons and from working in collegial environments. Among women, we found a greater sense of self-doubt about their scholarly abilities and futures despite having records comparable in accomplishment to their male peers. Many women cope with this sense of marginalization by forming supportive mentoring relationships with other women faculty on campus and through disciplinary specialty groups. Networking with colleagues on campus and at academic conferences enhances the job performance and satisfaction of all faculty members irrespective of gender. Our findings underscore the importance of examining the social, professional, and disciplinary contexts of higher education to acquire a broader understanding of faculty development. This knowledge can help departments prepare new faculty for successful and satisfying academic careers.     

A space for feminist mentoring: the role of Geographic Perspectives on Women (GPOW) specialty group in higher education

Abstract

Higher education and organizations within academic disciplines are important spaces for mentoring and other forms of networking. These spaces, however, are often situated in environments that limit equitable and inclusive opportunities for early career and underrepresented scholars to effectively engage in mentoring. This paper contributes to critical feminist scholarship that examines how organizations in higher education can offer supportive mentoring spaces for women, early career faculty, and scholars from diverse backgrounds. The analysis focuses on the Geographic Perspectives on Women (GPOW) Specialty Group of the American Association of Geographers (AAG) as a space for faculty, students and other geographers to enhance their professional and personal success. Our analysis draws from the results of an international survey, a focus group discussion, and reflexive participation of feminist geographers aligned with this specialty group. We examine the ways in which this academic organization, and the informal and formal networks it cultivates, attempts to foster an anti-oppressive mentoring community of feminist geographers. We also analyze how these networks are shaped by and embedded in neoliberal institutions in the discipline of geography and higher education as a whole. This discussion offers important insights to growing research and initiatives that support mentoring for women, feminists, and others concerned with building more inclusive and socially just spaces in academia.     

Between Memory and Materiality: An Archaeological Approach to Studying the Nazi Concentration Camps

Abstract

By its very nature, historical narrative that is rooted exclusively in textual sources is destined to be more linear, more univocal, and less equipped to deal with the problematic. On the other hand, due to its unique abilities and approaches, historical archaeology thrives on the tensions inherent to any attempt to understand past and present experience. In this article I negotiate between two approaches to studying the concentration camps of the Third Reich—one canonical the other experimental. It is suggested that when studying the camps, we are faced with a series of tensions: between past and present, between remembering and forgetting, and between live human actors and the material record. This article explores two research paradigms: first, the traditional text-centric historical approach, and second, an approach that might be called 'historical archaeological'. I embrace the inherent tensions between the two approaches, and put forward some innovative ways for coming to terms with these places of internment.     

Creating Regional Futures: A Scenario-Based Inter- and Transdisciplinary Case Study as a Model for Applied Student-centred Learning in Geography

Human geography students face changing qualification requirements due to a shift towards new topics, educational tasks and professional options regarding issues of spatial development. This ‘practical turn’ raises the importance of inter- and transdisciplinary work, management and capability building skills, with case study projects and student-centred learning providing suitable approaches. This paper introduces the example of the teaching and research project ‘Leben 2014’: Students, faculty and local actors have collectively worked out future development scenarios for a rural region in Austria, actually creating impact. The project may thus serve as a model that inspires similar schemes in other countries.     

The Interview Hurdle to Postgraduate Studies and the Job Market

Abstract

This paper explores the educational value of a rural trail—a field visit on foot—using as an example a trail in a small area of countryside near Lancaster in northern England. This trail provides those teaching rural geography in higher education with a means of developing their students’ skills of informed observation and interpretation of field evidence based on study and discussion on‐site. A trail can enhance the appreciation and teaching of conceptual matters such as cultural approaches to rural geography. It also encourages the integration of diverse theoretical approaches to rural studies (based on culture, planning and management) and the simultaneous consideration by students of both local (often personal) details and national (or even global) pressures for change. The paper concludes that the rural trail has considerable pedagogical and academic merit for rural geographers.     

10th Anniversary Address For a feminist geography of ambivalence

This article argues for and invokes an ambivalent feminist spatiality. Drawing on the idea that the position of feminist academic is a contradiction in terms, together with my ambivalence about presenting the Gender, Place and Culture 10th Anniversary Lecture, I illustrate ways in which feminists successfully inhabit unresolved tensions about academic authority. I then explore four themes in feminist politics—equality, autonomy, difference and deconstruction—showing how each contains internal tensions that are held as ambivalences through the spatialities to which they appeal. The two sections of the essay deploy different voices with a view to generating space for ambivalence.     

Commercializing science: nineteenth- and twentieth-century academic scientists as consultants,patentees, and entrepreneurs

Abstract

The collection of essays introduced in this article contributes to the debate on the commercialization of academic science by shifting the focus from institutional developments meant to foster university technology transfer to the actions of individual scientists. Instead of searching for the origins of the ‘entrepreneurial university,’ this special issue examines the personal involvement of academic physicists, engineers, photographic scientists, and molecular biologists in three types of commercial activity: consulting, patenting, and full-blown business entrepreneurship. The authors investigate how this diverse group of teachers and researchers perceived their institutional and professional environments, their career prospects, the commercial value of their knowledge and reputation, and their ability to exploit these assets. By documenting academic scientists’ response to market opportunities, the articles suggest that, already in the decades around 1900, commercial work was widespread and, in some cases, integral to academics’ teaching and research activity.