Physical Geography and the Geographic Thought Course

The positioning of residential fieldwork early in students' higher education is an established way of attempting to build and engage them in a community of learning. In the study reported here, the benefits of such early residential fieldwork were investigated using Krausse and Coates's seven scales of engagement. These scales consider a number of key indicators – specifically transition, academic, beyond-class, peer, staff–student, online and intellectual engagement. Data on these scales were collected via questionnaires completed by groups of students who did and did not attend such a residential fieldwork event, both before and after the event. A Wilcoxon test of these data showed significant increases in peer and student–staff engagement in the post-fieldwork group only. A Kruskal–Wallis analysis provides evidence that students who had been on residential fieldwork became more involved in a community of learning with both their peers and virtual communities than those who had not. These results support the hypothesis that early residential fieldwork is an effective way of engaging students new to higher education in a community of learning.     

Presbyterian Professor on the Prairies: President Walter Murray,the Co‐Education Debate and the Role of Personal Faith in Creating an Inclusive University Culture, 1907–1921

In 1907, the government of the recently formed Province of Saskatchewan set down legislation designed to guide the creation of a provincial university in this newly settled western region. Within this provincial act, female students were granted equal educational opportunities to their male peers, but equal opportunity does not necessarily translate into co‐education or wide‐scale acceptance within a university culture. Walter Murray, the university's first president, chose to interpret this clause of the 1907 University Act in its broadest terms, and what resulted was a university administration that did not discriminate against students, staff, or faculty on the basis of sex or marital status. This article will discuss Murray's commitment to co‐education and gender parity, and will examine how his personal background and religious convictions as a Maritime Presbyterian related to this progressivism.     

Front and Back Covers,Volume 27, Number 1. February 2011

Front and back cover caption, volume 27 issue 1 Front cover 25th South East Asian Games The 2009 Southeast Asian (SEA) Games in Vientiane, the first to be hosted by Laos in the event's 50‐year history, was widely experienced by Laotians as an unprecedented moment of national success, reinforcing national symbols and materializing national memory and ideology. In this picture two fans play giant khene, a bamboo free‐reed musical instrument distinctive to Laos and the ethnically Lao areas of northeast Thailand. Traditionally played to accompany courtship and folk songs, the khene is today considered the national instrument, and at the Games it complemented an array of other national symbols on display. Scenes such as these typify the ways in which the SEA Games engendered collective sentiments that were popular, participatory and joyous, particularly among Lao youth. The Games had also bolstered power and authority of the regime. The shared joy of the Games that momentarily united Lao people from across the country soon faded into the everyday realities of one‐party authoritarian politics in Laos, where the state's resource‐extraction policies often set ‘national interests’ against those of existing resource users. These two sides of the SEA Games reflect the contested nature of collective sentiments and, in particular, emphasize how these are aroused through public symbols and assembly. In a rather different display of collective feeling on the back cover, students in London protest government policies that threaten to turn tertiary education into an elite activity affordable mainly by the rich. Back cover UNIVERSITY FUNDING CUTS: AUSTERITY FOR ANTHROPOLOGY The UK faces austerity in public spending to a degree not seen in a generation. The back‐cover image shows students in London demonstrating in October 2007 against the top‐up fees introduced in September 2006, which allowed universities to charge variable fees. Demonstrations intensified in the closing months of 2010, when it was announced that fees would increase by up to three times because of the government's withdrawal of the teaching block grant from the arts, humanities and social sciences in England. In protest, students occupied dozens of universities. What are the implications for higher education and, in particular, for anthropology? In this issue, Hugh Gusterson casts a withering eye over the American precedent, arguing that high fees degrade the educational experience, cause grade inflation, and force indebted students to seek the highest paying rather than the most worthwhile careers. Similar policies applied in England may result in a brain drain of both staff and students. Richard Fardon argues that the proposed changes combine the worst of American and British models: indebted students and over‐regulated, under‐funded universities. It is not even clear that this policy will save money. Like other small disciplines, anthropology will struggle to retain a critical mass of departments, and it will be vulnerable to rises in fees as postgraduate study costs come into line with those for undergraduate study. What might tertiary‐level anthropology look like a decade from now? The number of departments is likely to have been reduced, and with it, academic job opportunities. Student populations will tend to represent the extremes of wealth and poverty, for whom fee remission is being touted as a gesture to fairness. Up to 30 years of debt will act as a deterrent to students between these extremes. As budgets are squeezed, and working conditions deteriorate, the best staff may choose to work elsewhere. Rather than putting UK higher education on a firmer footing, current policy may be a nail in the coffin of one of the few remaining areas of UK excellence internationally.     

An Inter national Perspective on Developing Skills through Geography Programmes for Employability and Life: Narratives from New Zealand and the United States

If there is a universal question that most academic geographers have been asked by students, it is “What can I do with geography?”. We argue in this paper that an important dimension of quality improvement in geography education is closing the gap between the perceived social usefulness of the subject (suggested by evidence to be relatively low) and the realities of what a subject offers as preparation for workplace roles (rated on evidence as relatively high). A potentially central part of the International Network in Learning and Teaching (INLT) Geography in Higher Education, therefore, is communicating information about skills for employment and life that are obtainable from geography-inspired instructional programmes. But behind the seemingly straightforward task of communicating a message is in fact a much more fundamental issue-getting to grips with socio-economic changes that are rewriting the nature and place of geographic learning and teaching. We suggest that positive outcomes from efforts to improve the quality of learning and teaching of geography will depend in part on strengthening and stabilising geography's image, particularly in the eyes of school and university students. We conclude that initiatives, already underway in several countries to popularise the 'skills profile' of a geography education, offer a framework for reimaging the subject.     

Realising Australia's international education as public diplomacy

Australia's international education serves as public diplomacy, essentially engaging and influencing public audiences in ways that progress Australian foreign policy priorities and national interests. The multidimensional and increasingly globalised nature of international education presents enormous opportunity for vital exchange and interactions between and with students, academics and communities via onshore and offshore modes of delivery. Positive experiences of student mobility and the development of intellectual, commercial and social relationships can build upon a nation's reputation, and enhance the ability of that nation to participate in and influence regional or global outcomes. This is ultimately the essence of soft power. While Australia has made significant commercial gains through international education, it has fallen short of realising the soft power potential inherent in the volume and depth of interactions, relationships and achievements resulting from it, particularly in the Asian region, where Australia's international education sector continues to be most active. This article argues that there is a soft power benefit in recognising international education as public diplomacy, though acknowledges that challenges exist in connecting the soft power aspirations to reality. Findings suggest that there is room for more coherent public diplomacy leadership and inter-agency coordination, improved evaluation and expanded dialogue both within the sector and the broader community.     

The Myanmar imbroglio and ASEAN: heading towards the 2010 elections

Following the adoption of a new constitution by national referendum, Myanmar's military junta is set to organize multiparty elections in 2010. Not least to influence Myanmar's leadership, with regard to the conditions Washington believes necessary for credible elections, the United States announced in September 2009 that it would embark on a new approach towards Naypyidaw. This will focus on a high‐level dialogue while keeping existing sanctions in place. The Obama administration has asked the Association of Southeast Asian Nations (ASEAN) to support this new approach. Against the backdrop of the deep divide between the ruling generals and Aung San Suu Kyi, and the continued conflict between Naypyidaw and armed ethnic nationalities, this article asks: How strong is ASEAN's record when it comes to influencing the State Peace and Development Council (SPDC) in relation to matters of national reconciliation and political transition? What factors explain ASEAN's approach towards Myanmar? What prospect, if any, is there that ASEAN states can influence Myanmar's political developments before the 2010 elections? The article argues that ASEAN has not moved beyond a collective criticism which aims to induce Naypyidaw to respond positively to the demands of its international detractors. ASEAN's norms, different political identities and geopolitical interests coupled with the SPDC's prickliness have limited the consensus on Myanmar. Naypyidaw's calculations about relations with Washington, rather than ASEAN's ‘enhanced interactions’ with the military government, and domestic political dynamics are likely to be the crucial determinants of further developments in the context of the 2010 elections.     

Children's Space and Interests: Constructing an Agenda for Student Voice

Student voice is now a more prominent feature of the education policy agenda in England and Wales. The introduction of citizenship education and the demands on schools to become more socially inclusive have forced educationalists to look more critically at the most popular expression of student voice, the school council. Drawing on empirical data from four secondary schools, this paper explores the strategies adopted by students and staff in establishing the position of the school council both as a mechanism for the expression of students' interests and as a possible forum within a broader decision-making process in school. As such the paper provides an insight into new ways of governance that may resonate with young people's experiences in other settings, both temporal and spatial.     

Bridging the Gulf between Secondary School and University-level Geography Teachers: Reflections on organising a UK teachers' conference

This study contributes to growing research on the links between school and university geography by reflecting on the value of a teachers' conference organised in 2000. Through analysis of feedback from the conference and reflection on how the event has influenced the author's teaching, the paper considers the potential for academic geographers to learn from colleagues in the school sector and vice versa. The paper also uses personal experience and the teachers' feedback to provide guidance for people considering holding similar events, particularly with regard to the likely expectations and priorities of secondary school teachers. The paper notes schoolteachers' desire for a closer relationship with university staff and argues that current pressures on all teachers limit possibilities for broader and more sustained dialogue.     

Examining the Olympics: heritage,identity and performance

A major aspect of Ireland's history is the continual problems of a sectarian nature, yet the issue of 'the troubles' gets scant consideration in the permanent exhibitions mounted in Northern Ireland's museums, and is only beginning to emerge in more temporary exhibitions and statements about museums. In addition, the belief that cultural heritage plays a significant part in conflict resolution in Northern Ireland has long been expressed in statements on education policy and local government programmes. However, the concept of using museums for exploring this history for a positive outcome has not, despite the scale of the political problem, been a high-profile issue in Northern Ireland's museums nor has it had a great deal of academic attention. This paper is a contribution to this gap. It assesses the role that Northern Ireland's museums play in the current political context. It evaluates the reasons why, since their foundation, museums in Northern Ireland have largely chosen to avoid controversial issues in their displays. It considers how attitudes are changing and how museum professionals are tentatively beginning to engage with political issues and enter into dialogue on subjects such as cultural and political identities in Northern Ireland.     

Internationalisation of the Curriculum: Designing inclusive education for a small world

Responding to the globalisation of commerce and communication and driven by competition in the multi-billion dollar international market for higher education, many universities are seeking to market their educational provision internationally. Feedback from some disappointed 'customers' has created pressure for change in the way that instruction is designed and delivered. This pressure is beginning to affect teachers in subjects perceived as international in perspective. This paper reviews the strategies suggested by Western universities to achieve internationalisation of the curriculum. Internationalisation is a major project that affects all aspects of a university's provision, including its priorities for staff development and career rewards. The challenge for course developers is to design a curriculum that serves global rather than national priorities, which does not rely on prior knowledge of local provenance, where students from all sources share equal opportunities for advancement in an inclusive learning environment, and which serves to introduce stay-at-home students to the demands of an increasingly multinational world of work.     

Undergraduate student perceptions of assessment and feedback practice: fostering agency and dialogue

ABSTRACT

Assessment and feedback practices sit at the heart of education and the student experience. This paper reports on undergraduate perceptions of assessment and feedback in the Department of Geography at King’s College London, UK. Twenty-eight first and second-year students across six focus groups provided comments on their understanding of feedback, their feedback experiences, and what they felt could be improved. It was clear that students desired feedback that would help them improve summative performance, but were unsure of how best to use it and consequently had high expectations that led to dissatisfaction. Particular concern was expressed about marking and feedback consistency, and the inherent variation in practice they experienced. Many comments indicated a lack of student agency, which may reflect the power relations that students find themselves in within their community of practice. Finding ways of fostering agency and improving dialogue over perceptions and expectations are suggested to be important steps in improving assessment and feedback practice, and student satisfaction.     

Derrida and fidelity to history

In the first part of this paper Hugh Rayment-Pickard challenges Mark Bevir's assumption that Derrida does not care about historical or other kinds of truth. A consideration of Derrida's early work on Husserl shows deconstruction to be a kind of skepsis or epoche launched in search of the truth. Yet deconstruction reveals the truth as ‘undecidable’, which means that Derrida's commitment to the truth must take the form of ‘faith’. The second part of the paper considers an example of definite intentional meaning given in Mark Bevir's Logic: Petrarch's ascent of Mont Ventoux. On examination, Petrach's motivation can be seen to be radically divided between secular and religious concerns, a split vividly illustrated in his imaginary dialogue with St Augustine: The Secret. Finally, Rayment-Pickard looks briefly at Derrida's own dialogue with St Augustine, ‘Circumfession’, which also argues that human intentions are irreducibly complex and plural.     

A capabilities approach to higher education: geocapabilities and implications for geography curricula

A geographical education offers more than skills, subject knowledge and generic attributes. It also develops a set of discipline-specific capabilities that contribute to a graduate’s future learning and experience, granting them special ways of thinking for lifelong development and for contributing to the welfare of themselves, their community and their world. This paper considers the broader purposes and values of disciplinary teaching in contributing to individual human development. Set in the context of recent debates concerning the role of the university and the neo-liberalisation of higher education this paper explores approaches to developing the geography curriculum in ways that re-assert the educational value of geographical thinking for students. Using international examples of teaching and learning practice in geography, we recognise five geocapabilities: use of the geographical imagination; ethical subject-hood with respect to the impacts of geographical processes; integrative thinking about society–environment relationships; spatial thinking; and the structured exploration of places. A capabilities approach offers a productive and resilient response to the threats of pedagogic frailty and increasingly generic learning in higher education. Finally, a framework to stimulate dialogue about curriculum development and the role of geocapabilities in the higher education curriculum is suggested.     

Derrida and fidelity to history

In the first part of this paper Hugh Rayment-Pickard challenges Mark Bevir's assumption that Derrida does not care about historical or other kinds of truth. A consideration of Derrida's early work on Husserl shows deconstruction to be a kind of skepsis or epoche launched in search of the truth. Yet deconstruction reveals the truth as ‘undecidable’, which means that Derrida's commitment to the truth must take the form of ‘faith’. The second part of the paper considers an example of definite intentional meaning given in Mark Bevir's Logic: Petrarch's ascent of Mont Ventoux. On examination, Petrach's motivation can be seen to be radically divided between secular and religious concerns, a split vividly illustrated in his imaginary dialogue with St Augustine: The Secret. Finally, Rayment-Pickard looks briefly at Derrida's own dialogue with St Augustine, ‘Circumfession’, which also argues that human intentions are irreducibly complex and plural.     

Making meaningful space for oneself: photo-based dialogue with siblings of refugee children with severe withdrawal symptoms

The current study explores the use of children's photographs to establish a dialogue about everyday life with healthy siblings of refugee children with severe withdrawal symptoms (SWS). Asylum-seeking refugee children in Sweden with SWS have been officially observed since 2000, yet research has overlooked their healthy siblings. We studied three healthy siblings and found photography to be an applicable communicative tool. When parents focus their attention on the ill child, the healthy children create space for themselves and indicate both resilience and vulnerability. We suggest that, together with a dialogue, children's own photographs are useful for research with refugee children in vulnerable situations.     

The Challenges and Opportunities of Foreign-born Instructors in the Classroom

Foreign-born instructors are an integral part of the US education system. While universities see them as contributing to internationalization, many students, parents and legislators are concerned about their impact on students' educational achievement. Supported by data collected from students and professors, the author identifies the main problems students experience with foreign-born instructors, as well as the main challenges foreign-born instructors face in adjusting to the US education system. Recommendations are developed aimed at improving classroom interactions between American students and foreign-born instructors and it is shown how the instructor's ‘foreignness’ can be an important teaching resource, particularly in disciplines such as geography.     

Liberalism in the Cold War: Norberto Bobbio and the dialogue with the PCI

In this article I study the theoretical impact of Cold War ideology on Italian democracy through the dialogue between Norberto Bobbio and the leaders of the Italian Communist Party in the mid-1950s, in particular the philosopher Galvano della Volpe and the General Secretary Palmiro Togliatti. I claim that Bobbio's choice of dialogue with the 'enemies' of the western model of democracy was in itself a criticism of the Cold War logic and its Manichean theology of good and evil. What I call Bobbio's politics of dialogue has been roundly criticized in Italy, particularly since 1989, when revisionist scholars accused the non-Communist intellectuals of previous generations of not understanding Communist totalitarianism. I take the revisionists' challenges as my point of departure for an analysis of Bobbio's politics of dialogue and its underlying theoretical implications. Bobbio challenged the Communists on three related topics: the theory of the state, the philosophical character of Marxism, and the theory of liberty. Keeping the door open to illiberals did not imply relativism or passive acceptance of any opinion: failure to understand this basic fact led late revisionists to misinterpret Bobbio's dialogue with the PCI as a sign of weakness rather than strength. The dialogue strengthened Bobbio's conviction that it was crucial to link the defense of individual liberty to the defense of democracy, and thus avoid the dualism between negative and positive liberty, liberalism and democracy, a trait peculiar to Cold War liberalism as well as its leftist antagonists.     

‘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.     

The genocidal virus: Addressing beliefs among students of colour that AIDs is a man‐made disease (Respond to this article at http://www.therai.org.uk/at/debate)

This paper explores beliefs revealed in classroom discussions at a majority black university in the United States that HIV/AIDS is a form of genocide. The perspective of the sociology of knowledge, a critique of the realist interpretation of science, argues that these beliefs are rational given the students' social relationship to the scientific establishment. Paolo Friere's philosophy of popular education and the anthropological method teach us to take these beliefs seriously. The white instructor's own gaps in knowledge counsel humility in teaching about the origins of HIV to students of colour. Finally, the paper describes how the students and the instructor were able to find a common ground in the interpretation of AIDS as a man‐made epidemic.     

Exploring and developing children's understandings of sustainable development with dialogic diaries

Dialogue is often promoted as a means with which to improve students' conceptual understanding within school, as well as to explore their experiences of the world. More often than not the assumption is that this dialogue is spoken. This article focuses on the use of written ‘dialogic diaries’ to explore and develop the subject-understanding of a class of 14- and 15-year-old geography students in England. I used diaries as a medium for discussion, holding a ‘conversation’ with students about their learning of sustainable development across the course of one academic year. The findings of this study suggest that dialogic diaries can be used to develop students' conceptual understandings within the classroom. Further, as a research method they enable the researcher to explore those subject-understandings, considering how (and why) these develop with time.