Witness Intimidation, Forced Migration and Resettlement: A British Case Study

Situated within the context of geographical research on forced migration, this paper focuses on the experiences of prosecution witnesses who have had to flee their homes because of life-threatening intimidation. Drawing on in-depth interviews with witnesses, it examines the nature of the threat they were under, their decision to leave home, their life in temporary accommodation and their experiences of permanent resettlement away from the danger area. The paper highlights the impact of intimidation and forced migration on witnesses' personal geographies and, in particular, their sense of ontological security and self-identity.     

Qualitative Methods for the Study of Policy Diffusion: Challenges and Available Solutions

This article deals with the question whether and how processes of policy diffusion can be examined with qualitative methods. More specifically, how can qualitative methods address the “twin challenge of interdependence,” namely the challenge to identify diffusion, on the one hand, and the challenge to discriminate between mechanisms of diffusion, on the other? I argue, first, that there are three distinct qualitative techniques that can be used, namely cross‐case analysis (often based on systematic case selection), within‐case process tracing, and counterfactual reasoning. I demonstrate how these techniques can be adapted to the study of policy diffusion. Second, a combination of these methods is the best practice, since they are largely complementary in terms of the twin challenge of diffusion. The discussion draws on numerous illustrations from recent qualitative policy diffusion studies. The article closes with some suggestions for further methodological development in the study of policy diffusion, including the combination of quantitative and qualitative methods.     

Evaluating Qualitative Research in Social Geography: Establishing 'Rigour' in Interview Analysis

A review of 31 empirical and eighteen substantive papers by qualitative social geographers mainly using in-depth interviews reveals little explicit reference to the principle(s) adopted to enhance 'rigour' and to ensure meaningful inference. Given the modest explicit discussion of evaluative criteria in these papers, a scheme from evaluation research itself is critically reviewed. A set of evaluation questions derived from this review and their application to an empirical piece of qualitative work frame an argument for a general set of criteria rather than rigid rules for assessing qualitative work. Such criteria can serve as anchor points for qualitative evaluation.     

An Exploration of Peer-to-Peer Teaching and Learning at Postgraduate Level: The Experience of Two Student-Led NVivo Workshops

This paper explores peer-to-peer teaching and learning at a postgraduate level using the example of two NVivo workshops run by geography postgraduate students. The workshops took place in March and May 2011 and feedback was collected from all attendees in both sessions. This paper aims to provide a practical guide to organizing and facilitating such an informal workshop on the NVivo software for postgraduate students based on the outcomes of the two workshops. Hints and tips for others considering running similar events are provided based on the feedback received following the sessions and reflections on the organizers experiences.     

Challenges and Opportunities in Cross-cultural Geographic Inquiry

While qualitative fieldwork in cross-cultural settings is central to human geography, there has been limited focus in the literature on the expectations and skills required to succeed as a field researcher in this area. Some practical advice is available for researchers who are new to cross-cultural fieldwork (e.g. graduate students, junior faculty members) and for advisers preparing young academics for such endeavours; however, themes are often treated individually rather than as a collective whole. This paper provides suggestions for novice field researchers by drawing on the experiences of four female graduate students engaged in qualitative geographic research. It identifies some major issues that influence the feasibility and efficacy of cross-cultural fieldwork, and provides practical suggestions to help prospective researchers plan for and implement field-based research projects in these contexts.     

Causal Assessment in Small‐N Policy Studies

The identification of cause‐and‐effect relationships plays an indispensable role in policy research, both for applied problem solving and for building theories of policy processes. Historical process tracing has emerged as a promising method for revealing causal mechanisms at a level of precision unattainable through statistical techniques. Yet historical analyses often produce dauntingly complex causal explanations, with numerous factors emerging as necessary but insufficient causes of an outcome. This article describes an approach that renders complex causal narratives more analytically tractable by establishing measurement criteria for ranking the relative importance of component causes. By focusing on subjectively useful measurement attributes, the approach is well suited to the policy sciences' unique combination of explicitly normative aspirations and a commitment to the systematic assessment of causal claims.     

Topic Modeling and Text Analysis for Qualitative Policy Research

This paper contributes to a critical methodological discussion that has direct ramifications for policy studies: how computational methods can be concretely incorporated into existing processes of textual analysis and interpretation without compromising scientific integrity. We focus on the computational method of topic modeling and investigate how it interacts with two larger families of qualitative methods: content and classification methods characterized by interest in words as communication units and discourse and representation methods characterized by interest in the meaning of communicative acts. Based on analysis of recent academic publications that have used topic modeling for textual analysis, our findings show that different mixed‐method research designs are appropriate when combining topic modeling with the two groups of methods. Our main concluding argument is that topic modeling enables scholars to apply policy theories and concepts to much larger sets of data. That said, the use of computational methods requires genuine understanding of these techniques to obtain substantially meaningful results. We encourage policy scholars to reflect carefully on methodological issues, and offer a simple heuristic to help identify and address critical points when designing a study using topic modeling.     

20世纪三四十年代的中国边疆研究及其发展趋向

20世纪三四十年代,大量专业的边疆研究刊物、社团创立,部分大学设置了边政学系等边疆教育研究机构,边疆研究的内容在传承中得到了拓伸,同时也开始了构建近代意义的边疆研究方法与理论的尝试。这一时期的边疆研究重视中华民族观念的讨论,是"致用"与"致知"双重社会需求的产物,具有明显的政府组织与推动的时代特征,表现出突破传统史学窠臼向独立学科发展的基本趋势,在研究理念上呈现出跨学科综合研究的多维视角。     

Diagnosis versus Dialogue: Oral Testimony and the Study of Pediatric Pain

Abstract: Through the perspectives of the children, this essayexamines the communication between pediatric pain patients andtheir doctors. Based upon the oral history responses of thirty-twopatients with chronic pain present for evaluation at the PediatricPain Clinic at UCLA, oral testimony was employed to uncovera wide range of topics related to a child's experience withpain such as family dynamics, how and when pain became a life-changingfactor, coping strategies, and external sources that contributeto the child's understanding of pain. Most important, childrenwere encouraged to explain what it was like to be in pain, notonly to describe symptoms but also to share their dreams andhopes, their fears and uncertainties—as well as the placeof pain in their world.     

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.     

跨国迁移对农村留守妇女婚姻家庭生活的影响——基于福建省明溪县H村的个案研究

论文基于质性研究方法,以人口国际迁移现象比较突出的明溪县H村为研究个案,从家庭收支特征、家庭地位、婚姻生活状态和社会支持网络等方面考察和分析了丈夫跨国迁移对农村留守妇女婚姻家庭生活的影响。研究结果显示,丈夫出国使家庭条件和物质生活得到改善,推动了农村妇女家庭地位的改善,电话联系弥补了夫妻空间分离造成的负面影响,但丈夫缺位使留守妇女承担了多重责任,婚姻品质和社会生活也因为丈夫出国而改变。与此同时,留守妇女的消费结构和消费观念并没有因为丈夫出国而发生明显的改变,社会生活支持网络并未弱化,仍是传统的亲属网络。     

A Practical Guide to Focus-Group Research

This article guides readers through the decisions and considerations involved in conducting focus-group research investigations into students' learning experiences. One previously published focus-group study is used as an illustrative example, along with other examples from the field of pedagogic research in geography higher education. An approach to deciding whether to use focus groups is suggested, which includes a consideration of when focus groups are preferred over one-to-one interviews. Guidelines for setting up and designing focus-group studies are outlined, ethical issues are highlighted, the purpose of a pilot study is reviewed, and common focus-group analysis and reporting styles are outlined.     

Implementing a Problem-Based Learning Approach for Teaching Research Methods in Geography

This paper first describes problem-based learning; second describes how a research methods course in geography is taught using a problem-based learning approach; and finally relates student and staff experiences of this approach. The course is run through regular group meetings, two residential field trips and optional skills-based workshops. Course evaluations improved markedly following the introduction of this approach and students appreciated the benefits of the problem-based learning approach, particularly through working in groups on authentic problems that were relevant to future workplace scenarios. They were also able to further develop a range of transferable skills, particularly in teamwork. However, they may not have increased other transferable skills (such as in oral communication) as much as desired due to the tendency for groups to draw on individual strengths to complete collaborative group tasks. Other concerns were group size, the high workload and coping with group dynamics. Tutors found the teaching to be enjoyable, relaxing and very rewarding but there were some anxieties due to the unpredictable nature of the course as well as frustration at knowing when to intervene. However, despite these difficulties for both students and staff, the authors are sufficiently encouraged by the response to continue teaching using a problem-based learning approach.     

Using Focus Group Research to Support Teaching and Learning

Using qualitative research methodologies for pedagogic research can provide informative insights into student experiences of the teaching and learning environment in Higher Education. This paper considers the practicalities of undertaking a pedagogic study using focus groups by outlining strategies for effective focus group organization, highlighting good practice from the social sciences and pedagogic literature and providing a critique of a recent geographical study, in which focus groups were used as the sole research method. Furthermore, the paper illustrates how a pedagogic research study can be used to enhance teaching and learning and to inform curriculum planning and course management.