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.     

“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。     

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.     

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.     

The Turkish Oedipus: National Self and Stereotype in the Work of a 1960s Greek Cartoonist 1

This article analyzes a particular type of radical political discourse in Greece—namely the articulation of stereotypes of Greek-ness and Turkish-ness in the work of Mendis Bostantzoglu, a Greek satirist and cartoonist. The author examines a poem and a sketch published in the 1960s, in which stereotypes of Greek-ness and Turkish-ness are presented and mocked. Relating their production to their specific historical context and current academic discussions in Greece on nationalism and Otherness, the author argues that the ways in which ethnic stereotypes of “self” and “other” are used to discuss political issues have more to tell about internal Greek issues (such as a critique of the government and its policies) than about Greece's foreign affairs. Such analyses, it is further argued, also lead to a greater appreciation of the complex and implicit sets of meanings negotiated by the stereotypes themselves.     

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.     

Common Starting Points,Different Directions

In the late 19th century, political debates emerged in Sweden and Norway as well as in Finland concerning Travelling families – in this article defined as indigenous itinerant families whom the settled population pejoratively designated with terms such as ‘tatere’ (Norway), ‘tattare’ (Sweden) or ‘zigenare’ (Finland). In this article, these debates are compared, and the transfer of ideas and proposals between the three countries is analysed. It is argued that, on a local level, similar politics of ‘territorial exclusion’ were enacted in all three countries. This was, however, challenged by ‘liberal social politics’, a strategy aiming not at exclusion but at forced assimilation by means such as, for example, removing children from their parents. This strategy was proposed in all three countries, and socio-political agents were well aware of the debates in the neighbouring countries. But it was only in Norway that the most far-reaching proposals were realized. This is explained mainly by pointing at the way in which leading agents chose to act when trying to implement their proposals. The article also problematizes some conclusions drawn in earlier research, where the emergence of debates on Travelling families has been explained by pointing at the rise of ethnic nationalism. Instead, the article argues, the emergence of the so-called ‘social question’ in Western Europe in the 19th century should be considered as an at least equally important background factor.     

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.     

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。     

‘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.     

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.     

Soldiers and Citizens: the concept of citizenship and the Anjala Covenant, 1788–1790

This article discusses the relationship between ‘citizenship’ and military duty during the late 18th century. This is illustrated by the legal conflict that erupted between the members of the Anjala Covenant and the Board of War in 1788. In a study of the records from the following court martial, the trial is viewed as a political discussion concerning the definition of the concept of the ‘citizen’. The covenanters and the Board of War held different definitions of this concept, which had implications for when and how a military officer was allowed to act politically. According to the final verdict, a military officer was deemed not to be allowed to delve into politics during an ongoing war, even though he considered himself forced to do so by his duty as a citizen. Through a study of the covenanters’ own writings and arguments, a new picture emerges of how their collective insubordination was motivated. According to the covenanters themselves, they wanted the Anjala Covenant to be seen as an attempt to reach a compromise in a moral dilemma, which would inevitably force them to abandon either their duties as ‘citizens’ or as ‘soldiers’.     

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.     

启门的诱惑:宋金墓葬启门题材研究反思

启门题材是宋金墓葬装饰研究中的热门对象,虽经反复探讨,但相关解读仍然存在争议。此争议或与"整体性解释"的研究期待有关。类似情形在图像研究中具有一定的普遍性。作者通过梳理启门题材的解读层次,审视已有研究成果,指出此类研究的难点在于语境分析、图像逻辑的构建和文献的使用方法等几个方面。如果调整研究目标,从启门题材的形式出发,观察图像的时代变化与地域差别,或有可能回归探讨之初心,从物质、图像视角观察到不一样的历史图景。     

‘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.     

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.     

Evaluating the Impact of International Collaboration on Geography Learning

The Center for Global Geography Education (CGGE) is a set of online modules exploring geographic issues, which allow collaborative analysis and discussion between international teams of undergraduates. Using data from trials held in 10 countries, the modules' effectiveness in improving student understanding of geographic concepts and appreciation for cross-cultural perspectives on the issues were evaluated. Analysis of qualitative and quantitative data revealed that CGGE achieved its aims of enhancing geographic knowledge and skills. The modules and their international collaboration design inspired high interest among students and professors. Specific revisions to their content are identified in order to foster deeper exchanges of international perspectives among university students.