Student Employability and its Implications for Geography Curricula and Learning Practices

The nature and mission of universities have changed over the past two decades. The move towards mass education with decreased levels of state support has come with greater levels of accountability to stakeholders, including students, employers and the state itself. Graduates are expected to exhibit greater degrees of employability: that is they are more likely to gain and maintain employment, and to progress in workplaces and build careers. In this paper, we discuss the varying mixes of geographical knowledge, technical competencies and personal attributes that graduates require, before examining the implications on the design of geography curricula and learning practices.     

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.     

“天鹿锦”或“麒麟补”

本文以故宫博物院藏织绣珍品《纳纱天鹿图》卷为研究对象,修正了乾隆帝命名为"天鹿锦"的错误解读,并从纹样、品名和工艺方面提出补充认识,指出明代的"天鹿"亦称"麒麟",明代麒麟多作长颈鹿形状,而此件文物本应为一件麒麟补子。     

International Perspectives on the Effectiveness of Geography Fieldwork for Learning

Much geographical scholarship on teaching and learning details the intellectual, technical and personal benefits stemming from residential field course offerings, reflecting characteristics of constructivist active learning. With the sustainability of these offerings in question given logistical and political issues, there is greater demand for changes in field course delivery and structure. This paper seeks to expand the range of pedagogical tools, contexts and ways in which geographical field experience can take place. It does so by reconceptualizing ‘the field’ based on the idea of ‘everyday life’ as a meaningful entry point within a classroom context, and as a space of learning in which students construct knowledge for themselves. An empirical investigation of student learning experiences explores the possibility of re-creating the benefits of residential field course offerings in a classroom-based field course.     

Experimenting with Active Learning in Geography: Dispelling the Myths that Perpetuate Resistance

While some geographers have embraced active learning as a means to engage students in a course, many others stick to conventional teaching methods. They are often deterred by suggestions that it can be difficult to implement active learning where students have no prior knowledge of a subject, that active learning requires too much work of lecturers and students, and that there are significant institutional constraints to implementing active learning. In this article the authors draw on their experiences of utilizing active learning in five different countries before dispelling myths which continue to constrain the uptake of active learning methods. Finally, they provide simple guidelines for successful integration of active learning in geography courses.     

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.     

A Framework for the Integration of DVD Technology in Geography Teaching and Learning

This article discusses the results when integrating digital versatile disc (DVD) technology in full-time second-year geography for BEd degree students at a university in South Africa, a developing country. It proposes a framework for the integration of the DVD in geography teaching and learning, steered by students’ needs, feedback and observations by the lecturer. The proposed framework recommends clear guidelines on how to integrate the DVD, as well as the interactions between the role players/resources. It also explains how the DVD was compiled, what was included and how it was effectively applied in conjunction with seminars, as an alternative to traditional lectures. An action research design was utilized and both qualitative and quantitative data were collected.     

The date of Marvell’s Hortus

A post-Restoration dating of Marvell’s poem The Garden and its Latin companion piece “Hortus” to around 1668 has been generally accepted in recent criticism, despite some counter-arguments from those who defend the traditional dating to Marvell’s period at Nun Appleton (1650–2). None of these analyses, however, have attempted to date the Latin rather than the English poem. This article offers a new dating of “Hortus” to around 1654, during Marvell’s time at Eton as tutor to John Dutton. The argument is based on a series of parallels and allusions to Latin poetry either dating from, or demonstrably particularly fashionable in, the period between 1646 and 1654, as well as close attention to the political resonance and contemporary understanding of the poem’s classical sources. As such, it is also a case study in the dating of neo-Latin verse, of which many thousands of examples survive from seventeenth-century England.     

‘Symbols of Justice’: the Welsh Language Society's campaign for bilingual road signs in Wales, 1967–1980

In this paper we provide a critical evaluation of the campaign for bilingual road traffic signs in late 1960s and 1970s Wales, examining how Cymdeithas yr Iaith Gymraeg (the Welsh Language Society) came to see English language road signs as mundane, ubiquitous and oppressive symbols of anglicisation and of British/English government authority in Wales. We suggest a rethinking of Michael Billig's concept of ‘banal nationalism’, arguing that while English language road signs may appear as banal symbols and technologies of government authority and control, their banality is only ever experienced from particular perspectives by partial constituencies. For Welsh language campaigners, English language road signs were experienced and criticised as eruptive and disruptive symbols of oppression, rule and colonisation, and in the paper we trace the genesis of the bilingual road signs campaign, British government reactions to proposals for bilingual signs, and the shift in policy which followed the very public support of hundreds of respectable Welsh professionals for the campaign from December 1970. We conclude the paper by examining the work of the Welsh Office's Committee of Inquiry into Bilingual Traffic Signs (the Bowen Committee), and the subsequent disagreements between language campaigners, government scientists and politicians on the issue of language order. Throughout the paper we suggest that it was the ubiquity, functionality and materiality of road signs which made this one of the most effective campaigns carried out by the Welsh Language Society.     

清华简《皇门》篇“■门”解

本文对清华简《皇门》篇"■(库)门"进行了考释,认为在周王寝宫之外,宗庙之门也可以称"库门"。《皇门》篇中的"库门"即是宗庙之门,正可与传世本《皇门》篇中代表宗庙之门的"闳门"相互印证。这也说明,《皇门》篇所载周公训诰在宗庙进行。"闳"、"库"义同而字异的情况,成因于《皇门》篇简本、传世本属于不同传流系统。     

Conspiracy theories in Republican Italy: the Pellegrino Report to the Parliamentary Commission on Terrorism

This article analyses the draft of the final report prepared by Senator Giovanni Pellegrino, who from 1994 to 2001 chaired the ‘Parliamentary Commission of Inquiry on terrorism in Italy and on the causes of the failure to identify those responsible for the massacres’. The document was completed in 1995 and attempted a general interpretation of the causes of the political violence that had been a major feature of the history of the Italian Republic up to that point. The report was closely connected with what is often described as the moment of the transition between Italy's ‘first’ and ‘second’ Republic and, in keeping with revisionist theories current at the time, attributed responsibility for misdeeds and occult plots (real or imagined) that occurred in Italy over a period of forty years primarily to ideological division caused by the Cold War. This paper argues that this resulted in a highly distorted narrative of Italian history in which events appear to be determined almost exclusively by external factors to the exclusion of important internal dynamics.     

Benchmark Standards for Geography: A personal review

The Human–Environment Research Observatory (HERO) Research Experience for Undergraduates (REU) program aimed to develop the next generation of researchers working on place-based human–environment problems. The program followed a cooperative learning model to foster an integrated approach to geographic research and to build collaborative research skills. The program hosted 12–16 students annually, who first engaged in an intensive short course and then formed three- or four-person teams to conduct research in four biophysically and socioeconomically diverse places. The teams used cyberinfrastructure to collaborate and integrate their research and findings. Most of the REU students have opted to attend graduate school and specialize in human–environment research.     

Interdisciplinarity,Participatory Learning and the Geography of Tourism

This article outlines an interdisciplinary course in the geography of tourism. It examines interdisciplinarity and its relationship to geography and the study of tourism, and presents an outline of the course, its conceptual basis, its structure and its goals. It argues that participatory learning and problem-solving activities are crucial to successful outcomes, and that, as a result, interdisciplinary courses can be instrumental in motivating students to become involved in social practice.     

Embedding Research-Based Learning Early in the Undergraduate Geography Curriculum

This article discusses attempts to revive gender in the context of the geography curriculum at the University of Groningen in the Netherlands. The reluctance of Dutch geography/-ers to embrace gender geography is related to the way in which the discipline has been understood and practised in the past and by whom as well as to the neglect of gender issues at the societal level. Both trajectories may account for a lack of awareness by students and staff of the relevance of gender to Dutch geography.     

For our common cause: Sexuality and left politics in South Wales, 1967–1985

Following the passage of the 1967 Sexual Offences Act, which partially legalised homosexuality in England and Wales, the campaign for equal rights gained organisational strength across the country, with branches of the Gay Liberation Front and the Campaign for Homosexual Equality being formed in major cities and university towns. This coincided with a decade of radicalism, particularly in the coalfields, where education programmes and a renewed belief in the validity of class action provided the organisational and ideological basis for left campaigns. These two movements coalesced in the 1984–1985 miners’ strike, when an alliance was struck between the mining communities of South Wales and the London-based Lesbians and Gays Support the Miners support group. This alliance would prove the most remarkable of all the support groups set-up during the 1984–1985 miners’ strike, and a turning point in the integration of equal rights for gay and lesbian people into the campaigns of the labour movement.     

‘REAL REVOLUTION’ IN KANA COMMUNE

Embarking from a case study of the Danish commune Kana, this article focuses on an overlooked aspect of the youth rebellion that was an intrinsic part of the self‐articulation of the commune movement: namely, the re‐addressing of the relationship between the private and the public, the personal and the political, spare time and work.