Transformative learning in community college human geography: a mixed methods study

ABSTRACT

The study explores the extent to which transformative learning occurs using quantitative and qualitative methods in a human geography course (N = 35) and explores student affect in relation to the learning environment. We used the eight-scale Transformative Learning Environments Survey (TLES) instrument for the quantitative analysis and an aligned analysis of student reflective work to capture the “voice” of the student as a qualitative approach that provided a rounded perspective of transformative learning. The TLES proved reliable where the sub-scale Alpha reliability ranged from 0.71 to 0.93 and a separate affect scale of Satisfaction was 0.95. The standardized regression coefficient between Satisfaction and the sub-scale of Student-Acting demonstrated the strongest positive association (0.27), followed closely by Disorienting Dilemma-Environment (0.24). The qualitative results supported the quantitative associations in most cases, but not all. The qualitative aspect to this present study offers a deeper look – beyond just statistical outcomes – using students’ own voices to explain their perspectives related to transformative learning.     

Engaging Students in the Learning Process: The learning journal

This paper explores the usefulness of the learning journal as a means of actively engaging students in the learning process, based on a case study of a third-year undergraduate geography course. After briefly reviewing the literature on journal writing in different contexts, the paper outlines the approach adopted in the new geography course, in which students were given guidelines on how to write a journal that would be assessed as part of the course. Extracts from students' journals for this course are used to illustrate how they approached the task, and how they viewed the experience. It is concluded that the learning journal has good potential to increase student interest in and engagement with course material, to encourage and empower students to take more responsibility for their own learning, to be more reflective in their study, and to allow them to have a voice and provide valuable feedback to the teacher.     

'Nothing Can Ever Be the Case of 'Us' and 'Them' Again': Exploring the politics of difference through border pedagogy and student journal writing

Linda McDowell (1994) has called for styles of teaching which put into practice arguments about the 'politics of difference', which has become an increasingly central part of human geographical research. This paper draws on a number of years' experience of teaching an undergraduate course on multicultural historical geography, in which this was attempted. Here students were encouraged to get more involved in these debates, to take them more personally, and to develop 'situated knowledges' about the UK as a multicultural society. The approach to teaching, learning and assessment which made this possible was based on the principles of 'border pedagogy' and on students writing journals throughout the course which charted the development of their understandings of the materials they encountered.     

Geographic contributions to institutional curriculum reform in Australia: the challenge of embedding field-based learning

Abstract

In the context of continuing pressures from managerialist and neoliberal drivers of university reform in Australia, Macquarie University’s recent undergraduate curriculum innovation, based on “People,” “Planet,” and “Participation,” has resulted in the embedding and integration of experiential learning in its curriculum and institutional framework. Such an approach challenges academic and administrative staff, students, and partners in industry, the community and public sector settings, to engage and collaborate across significant boundaries. This article outlines the scope and nature of the curriculum reform, then considers the way geographers have both shaped and responded to the opportunities it created. In so doing, it proposes a number of challenges and recommendations for geographers who might seek to extend their longstanding commitment to field-based learning through similar reforms. In this regard, the discipline of geography and its tendency to engage with the “field” can offer much in fostering deeply transformative learning.     

Dancing to Different Tunes: Conveying Latin American realities to composite classes

Students are often attracted to courses about Latin America by media images of the region with their aura of danger and unpredictability. Such stereotypes must be addressed in teaching, but the means is far from clear when the participants stem from different disciplinary backgrounds and academic traditions. The method adopted here was to tackle development through discourse construction through an appreciation of positionality. This approach enabled students to draw on their respective backgrounds and experience critically; it also ensured that students appreciated the core concepts embedded in the discipline, while engaging in a challenging way with the issues raised by Latin American development.     

Confronting Political Religion with Divine Religion: Christian Strategies of Re-Evangelization in the 1930s

Abstract

Western Christianity is currently engaged in a debate on religious pluralism, postmodernity and re-evangelization. This paper argues that the contours of this debate were already visible between the two world wars when Nazism (the ‘new Mohammedism’ as some Christian observers termed it) tried to take over the place Christianity was vacating. The defeat of this ‘political religion’ does not mean the victory of Christianity.     

Teaching visualised geographies: towards a methodology for the interpretation of visual materials

Abstract

This paper suggests a number of questions which can be used to structure a small‐group discussion about the interpretation of visual images. As many geographers now are demonstrating, geographical knowledges are very often visualised. However, there is currently little on offer methodologically to help students approach the interpretation of visual images critically. This paper hopes to start to remedy this situation. It begins by sketching a theoretical understanding of the meanings of visual images. It then suggests a number of questions that flow from that understanding, which can be addressed to a particular visual image in order to facilitate a discussion about its possible meanings.     

Settlers unsettled: using field schools and digital stories to transform geographies of ignorance about Indigenous peoples in Canada

Geography is a product of colonial processes, and in Canada, the exclusion from educational curricula of Indigenous worldviews and their lived realities has produced “geographies of ignorance”. Transformative learning is an approach geographers can use to initiate changes in non-Indigenous student attitudes about Indigenous epistemologies and ontologies. This study explores non-Indigenous student perspectives concerning a field school and digital storytelling as transformative experiences within the context of an “Indigenous Perspectives on Environmental Management” course; they were asked to reflect on their course experience. Findings indicate that students found both to be effective and important steps in the transformation of their own worldviews.     

Wasserstoff als Energieträger. Herstellung,Lagerung, Transport

Abstract

This essay, written to accompany a lecture to new students on the course of Economic Analytics, at the Institute of Econometrics of the University of Lodz in Poland, provides a broad historical account of the development of econometrics. The context enables students to locate various aspects of econometric analysis. The origin of regression analysis is described and an account of cointegration analysis is presented. This essay is concerned primarily with the propagation of the ideas as distinct from the manner and the circumstances in which they have originated.     

Searching for good practice in postgraduate education

Regional geography courses have declined in status and number at many North American universities. Yet it is regional courses which students with limited geographical education at the high school level may identify as typical geography, and thus regional courses may play a significant role in recruitment of geography majors. Regional courses on the students' country or state/province offer an excellent opportunity to showcase how geographic perspectives can enrich our understanding of the familiar, both in terms of place and discipline. This paper discusses the pivotal role a regional geography course has been given in a new university's geography curriculum, and the innovative structuring of the course so as to avoid some of the deficiencies of common instructional patterns which may deter some students from pursuing further geographic education.     

“Printed in the seventh year of the authors oppression”: debt,imprisonment, and the radicalization of Henry Adis

ABSTRACT

This paper examines the prison writings of Henry Adis. Writing from prison in the mid-seventeenth century, Adis rejects the status quo of the changing political regimes and develops a radicalized narrative persona that evolves throughout his prison writings, evolving from that of petitioning debtor to that of aggressive polemicist. This paper considers the effects of imprisonment on Adis’ polemic and then suggests that Adis’ radicalization is a response to a conflict with what he sees as a broken criminal justice system rather than a response to the emerging political and religious tensions that accompanied the Interregnum. Adis’ prison writings illustrate how the the seventeenth-century carceral experience could be formative to the counter-political movements of the period as much as a punitive measure against dissent.     

ODE to a geography teacher: Sexuality and the classroom

Abstract

This paper explores some of the ways that sexuality is an issue in the course of teaching. It includes discussions of crushes between students and staff, consensual personal relationships between staff and students, sexual harassment and how to create an atmosphere in the classroom/institution that enables lesbian, gay and bisexual students and staff to ‘come out’.     

Captive afterlives in the age of mass conviction

ABSTRACT

Criminal records have become an increasingly important mechanism for managing and containing criminalized populations beyond prison walls. This ethnographic analysis of a formerly imprisoned woman’s search for work explores how the feeling of captivity resonates not only with the imprisoned but also with the recently released.     

Teaching mathematics in geography degrees: Motivation,necessities and approach

Abstract

Within the constraints of viewing geography as an applied discipline with a large number of arts‐based students, the primary problem of teaching mathematics in a geography degree is argued to be one of contending the motivation for a symbolic and analytical approach. This paper explores ways in which motivation for mathematics can be impressed on students and then discusses those areas of mathematics necessary in geography. The final section explores an applied approach to mathematics teaching based on the concept of systems.     

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.     

Introducing humanistic geography through fieldwork

Abstract

One challenge of teaching humanistic geography is to encourage students’ responses to landscapes in ways which may be different from their previous experience. Conventional wisdom about successful field teaching suggests that students should be prepared beforehand with the skills and techniques to be employed. The author questions how appropriate this is in humanistic geography and the article describes and evaluates an alternative approach using fieldwork as the introductory activity.     

Strength without Mercy: Winston Churchill on Technology and the Fate of Civilization

Abstract

Churchill's lifelong meditation on scientific progress led him to search for ways in which its transformative power could be moderated and guided for the preservation of civilization. The increasing role of scientific discovery and technological innovation in maximizing the destructive potential of warfare, Churchill believed, had brought a moment of decision for humanity: Whether to foster and maintain the moral and political principles that formed the foundation of civilized life or to trust wholly in an amoral science. He found guidance in the study of the humanities, Anglo-American constitutionalism, and Christian ethics.