Human geography without scale

The concept of scale in human geography has been profoundly transformed over the past 20 years. And yet, despite the insights that both empirical and theoretical research on scale have generated, there is today no consensus on what is meant by the term or how it should be operationalized. In this paper we critique the dominant – hierarchical – conception of scale, arguing it presents a number of problems that cannot be overcome simply by adding on to or integrating with network theorizing. We thereby propose to eliminate scale as a concept in human geography. In its place we offer a different ontology, one that so flattens scale as to render the concept unnecessary. We conclude by addressing some of the political implications of a human geography without scale.     

School geography: some key issues for higher education

Abstract

Recent changes in the character and organisation of the school curriculum in England and Wales are making a direct impact on geography. Despite its place in the National Curriculum for 5–14‐year‐olds and its current popularity in public examinations at 16 + and 18 +, there are growing indications that geography may not be guaranteed security, status or quality in the long term. In particular, geography's position may be threatened in the 14–19 curriculum by its failure to be included in the statutory core, by increasing competition from vocational courses and by the possibility of further changes now proposed for the 16–19 qualification structure. There is also evidence of a growing discontinuity in content and approach between geography at school and in higher education. Threats to geography in schools are likely to have a direct impact on the supply of students to higher education and on the continuity of educational experiences. It is suggested that there needs to be a greater dialogue and joint school/higher education activity not only to ensure continuity and progression in the existing situation, but also to influence the next round of school curriculum change. Some areas for potential action are identified and these may have wider relevance to geography educators in other countries.     

Literary geography: setting and narrative space

This paper explores some of the ways in which analytical strategies developed within narrative theory might be combined with recent developments in literary geography in the study of setting and narrative space. It suggests that despite narrative theory's urge toward categorization and its associated tendency to conceive of space as relatively stable and fixed, the technical vocabulary developed within the discipline has much to offer the literary geographer. The first section of the paper reviews some of the areas of potential collaboration in this cross-disciplinary overlap, while the second section offers three brief case study readings designed to suggest the potential of a combination of the analytical specificity of narrative studies with the imaginative stretch of spatial theory. The case studies look at setting and narrative space as they emerge in relation to narrative voices and multiple audiences in three case study texts: P.K. Dick's The Man in the High Castle (1962), J.A. Mitchell's The Last American (1889), and F. Scott Fitzgerald's The Great Gatsby (1925).     

Military geography: A review

Through sixty years of chequered fortune the Magazine showed the impact of current history, notably during the 1914‐18 war when a few authors, notably Newbigin, Chisholm and Mackinder, wrote fine articles on current international problems. From 1919 many studies of geography as a whole and of its various branches appeared, a number of them given as presidential addresses to Section E of the British Association. The tradition of publishing local research studies was maintained and developed from the 1930's, both for Scotland and for areas elsewhere.     

International geography field courses: practices and challenges

Abstract

This paper introduces a special issue of the Journal of Geography in Higher Education on the practices and challenges associated with taking undergraduate geography students abroad on field courses. I argue that geography is positioned to benefit from both the internationalization of higher education and the demand by students for global experiences. The papers in this special issue focus on three aspects of international field courses: curriculum design and international partnerships, student engagement during short-duration field courses, and how encounters with place can be aided through reflection and play. I conclude with suggestions for future research on international field courses.     

French geography, cartography and colonialism: introduction

This paper provides an introduction to a special feature of the Journal of Historical Geography devoted to recent research, by French scholars, on the relations between French geography, colonialism and the mapping of colonial boundaries, with particular reference to Africa between the late nineteenth and mid-twentieth centuries.     

Beginning geography: a human and technical perspective

Abstract

A first course in human geography has been designed for majors and students from the more technical fields at university. It is built around five computer exercises, none of which require any programming or computer skills. Problems and exercises are designed to enhance carry‐over skills and humane awareness.     

Ethnogeography: towards liberatory geography education

In the context of education in England, an argument is put forward that Geography, as it is conceptualised in the National Curriculum, does not connect to either primary school pupils or their teachers. Reasons for this are explored and a proposal is made for a new paradigm for primary geography: ethnogeography. This proposal parallels work on ethnomathematics, which provides a political agenda to the study of maths and itself draws from Paulo Freire's politicization and consciousness raising through adult literacy. This pattern is applied to learning in geographical education. Drawing on the findings of a recent research project, a case is argued for ethnogeography and the implications for primary Initial Teacher Education courses, learners and the curriculum in primary schools and are considered.