Exploring the Transition: Coursework to Research‐Based Study in the Geography Honours Year

The transition from coursework study to independent research is a component of many geography Honours programs in Australian tertiary institutions. Despite being canvassed at the 2003 annual meeting of the Australian Heads of Geography Units, it is a topic that has, to date, received relatively little academic attention. This paper developed from a review of the Geography Honours program at the University of Sydney, conducted by the authors in early 2004. The paper aims to help address the perceived deficiency of research into Honours study. Three topics, related to the Honours year transition, are discussed. These are: the rationale for the Honours year transition from undergraduate coursework to research‐focussed study; the composition and rationale behind coursework programs for geography Honours students, and student‐supervisor relations and their impact on independent Honours research. In the process of examining these issues this paper offers suggestions as to how tertiary geography schools can look to develop their Honours year programs. These recommendations are made with the understanding that all tertiary Honours programs are unique and that issues such as staffing levels and departmental structure will influence what suggestions are appropriate for individual institutions. It is hoped that this paper will encourage more discussion about the nature of the Honours year. It is through such communication that the value of the Honours year in student development can be enhanced     

Is Q for you?: using Q methodology within geographical and pedagogical research

Q methodology is receiving growing interest as a research technique. Its use of factor analysis and a well-defined methodological approach may appeal to quantitative researchers who need to investigate issues more commonly associated with qualitative techniques. Such issues frequently arise when investigating student learning. This paper suggests that, appropriately used, Q is a methodology to be embraced by quantitative and qualitative researchers alike. Drawing on work within the field of education, as well as two case studies, the method's utility is illustrated, and Q is suggested as another potential method for investigating the subjective views of our students.     

Examining Gender and Community Through Critical Pedagogy

A growing body of literature in critical geography challenges authoritative approaches to the production (and consumption) of knowledge in higher education. Feminist perspectives have contributed to this literature by emphasising the multiple and often conflicting voices of subjects, including those within the classroom. This paper draws from critical and feminist pedagogy in geography to examine student engagement with gender issues in the community. The case study for this analysis is a project in which students volunteer at community organisations and construct their own knowledges of social and political issues.     

Photography as Geographical Fieldwork

Photography has a long history in geographical fieldwork. This paper reports on a student project that recovers this history and uses photography and commentary to represent the city of Barcelona. The place of the project within the broader (second-year undergraduate) fieldcourse and curriculum is described. The paper concludes with considerations of the way that photography lends itself to raise issues of representation evident in contemporary human geography. Since it is accessible to students, and offers practical examples, photography is a good way to approach and introduce more complex questions of method, epistemology and representation.     

Indigenous free prior informed consent: a case for self determination in World Heritage nomination processes

Free prior informed consent is a critical concept in enacting the rights of Indigenous People according to the United Nations Declaration on the Rights of Indigenous Peoples. This paper outlines a case for the inclusion of free prior informed consent in World Heritage nomination processes and examines issues that are problematic when enacting free prior informed consent. Case research was used to analyse current issues in the potential nomination of certain areas of Cape York Peninsula, Australia. The authors’ reflexive engagement within this case offers insights into the praxis of developing a World Heritage nomination consent process. The outcomes of this research were: preconditions need to be addressed to avoid self-exclusion by indigenous representative organisations; the nature of consent needs to account for issues of representation and Indigenous ways of decision making; the power of veto needs to have formal recognition in the nomination process; and prioritising self-determination within free prior informed consent ensures the intent of the United Nations Declaration on the Rights of Indigenous Peoples. The paper contributes to the human rights agenda of Indigenous People and conservation management processes by helping address the issues that will be raised during a World Heritage nomination process.     

FAIR SHARES FOR THE ZONE: ALLOCATING HEALTH-CARE RESOURCES FOR THE NATIVE POPULATIONS OF THE SIOUX LOOKOUT ZONE, NORTHERN ONTARIO

The purpose of this paper is to explore issues of healthcare resource allocation for a Canadian native population, that of Sioux Lookout Zone, within the context of the total provincial population. We argue that a fair share of provincial health resources for any population must be based on a population needs approach. The paper begins by establishing a method to measure a fair share of healthcare resources. It goes on to establish why a fair share is important in the light of native health conditions in general and with respect to this specific population. The fair share is then calculated and illustrated with reference to particular health-care programs. Finally, there is discussion of the methodological and policy issues that arise from this research.     

THE NEW INTERNATIONAL MIGRATION IN ASIA

International migration has a long history in Asia but in recent years it has acquired an unprecedented scale and diversity and is a significant influence on the economic, social and demographic development of all Asian nations. International migration is now an established structural feature of the region although many nations still dismiss it as a temporary, passing phenomenon. Asian nations are developing international migration policies but much of this has not been informed by high quality research relating to the causes and effects of migration. The present paper examines each of the major types of international migration influencing contemporary Asia, reviews major developments within them and puts forward relevant policy and research challenges associated with each type of movement. Issues examined include south–north migration, migration and development, the role of diaspora, international labour migration, the feminization of migration, student migration and the increasing role of governments in influencing movement.     

Female representation in the higher education of geography in Hungary

This paper charts the changing female representation in the higher education of geography, connecting it with the faltering development of feminist geography in Hungary. The transition from socialism to capitalism has compounded gender inequalities while many of the relevant statistical data display gender blindness. Gender issues fail to form a coherent part of national political debates while women's opportunities in Hungarian higher education and research have only recently been examined. Constraints on issues of equal opportunities within Hungarian geography are discussed.     

How and why we should encourage undergraduate geography students to participate in the Erasmus programme

Studying or working abroad during the course of an undergraduate degree has been associated with many positive outcomes and benefits. Despite this, there is scant literature on the role higher education institution (HEIs) play in encouraging outgoing student mobility. There is subsequently limited practical guidance for individuals within HEIs wishing to increase student participation in mobility programmes. Using evidence from the existing literature, and primary research conducted for a PhD study, this paper addresses this gap and offers guidance for encouraging students' participation in the European region action scheme for the mobility of university students (Erasmus). This paper focuses on the mobility of geography students who underperform in terms of participation in the Erasmus programme.     

Inclusive partnership: enhancing student engagement in geography

Partnership is currently the focus of much work within higher education and advocated as an important process to address a range of higher education goals. In this paper, we propose the term inclusive partnership to conceptualise a non-selective staff–student relationship. While recognising the challenges of inclusive partnership working for institutions, staff and students, this paper outlines the opportunities it offers and provides detailed case studies of inclusive partnerships within the geography curriculum. We conclude with some guiding principles to inform the development of inclusive partnerships in a range of settings.     

Reviewing the ‘Research Placement’ as a Means of Enhancing Student Learning and Stimulating Research Activity

The links between research and teaching have been the subject of much debate and controversy over the need for both activities to take place in universities remains current. This paper reports on the development and evaluation of a research placement module, which aimed to provide opportunities for students to work as research assistants on small-scale projects. This paper outlines the development of the research placement and reviews staff and student experience of the module. The research placement illustrates the multiple benefits of linking teaching and research in terms of enhancing learning, employability and boosting the research culture.     

青海省大学生社团发展现状与对策

文章通过分析高校大学生社团的作用,剖析大学生社团发展中存在的问题,提出了解决这些问题的方案与对策,以促进大学生社团的健康发展,充分发挥其重要作用。     

Beyond Typology: Looking for Processes and Diversity in the Study of Lithic Technology in the Brazilian Amazon

This article describes how the lithic industries of the Amazon have been studied in Brazilian archaeology, and presents a historical record of research in the region. The article then attempts to analyze the reasons for the relative paucity of work on this research theme. The record includes studies of lithic industries related to the presence of pottery-using (ceramist) groups as well as those related to occupation of areas by hunter–gatherers. It points to different factors that have contributed to the type and quantity of information currently available, notably the issues of changing environmental conditions relating to site preservation and visibility that necessarily interface with the disciplinary history of archaeology within the Amazon Basin region. The paper seeks to highlight the issues that have dominated the research field, contextualizing them and redefining them in order to indicate future prospects for work in relation to the lithic industries of the macro-region.     

Student geographies and homemaking: personal belonging(s) and identities

Studies of the ‘geographies of students’ have become increasingly prevalent across the social sciences and are particularly concerned with the predilection for young UK University undergraduates to be mobile in their institutional choice. A more recent focus within this work has been upon student identities, with attention given to how the spaces to which students move and in which they settle can have both positive and negative consequences for the evolution of the student identity, and how such identities are often framed within the context of social activities; learning environments; friendship networks; or other sociocultural factors. This paper contributes to these discussions by considering the role of student accommodation – a site which often remains on the periphery of discussions of student identities – in offering students opportunities to construct, adapt and manage their student identities. This adds to the important contemporary geographies of student accommodation, which are currently debating, among others, purpose-built student accommodation and the broad housing ‘careers’ and strategies of students. In contrast, this paper explores the micro-geographies of student accommodation (and more specifically, the bedroom) to highlight its value in providing young, mobile students with an anchor within which they can draw together their learner, social and domestic dispositions into one geographical location.     

Revisiting the Skills Agenda: A Complicated Geography

This paper revisits the skills agenda and suggests that in light of shifts from supply-side to demand-led provision within the UK higher education sector, there is a need to think more critically about the role and place of skills within university curricula. It suggests that if universities are to respond effectively to sector changes, then the increasing focus on embedding employability and skill development within curricula needs to be accompanied by consideration of how skills are understood, negotiated and given meaning at the curricula level. Consequently, this paper assesses how ‘place’ affects our understandings of skills; it moves on to address the relationship between skills and the development of student personality, before concluding with an exploration of the performance of skills, which questions what we actually mean when we talk about skills.     

Design and evaluation of an Open Web Platform cartography lab curriculum

Recent shifts in web map technology away from proprietary software and toward development on the Open Web Platform have increased the number and complexity of technical skills needed to do cartography on the Web. Web-based cartography curricula likewise must be adapted to prepare geography, cartography, and GIS students with the skills needed to make use of open source technology. This paper describes the design and evaluation of a novel curriculum for the laboratory component of a web mapping course offered by a university geography department. We drew from constructivist educational theory to create a scaffolded and spiralled lab curriculum that builds on prior understanding and progressively increases student independence and confidence. We evaluated the success of the new curriculum through an instructor log, student feedback on assignments, and an exit survey. The evaluation revealed significant growth in student abilities and confidence in the use of Open Web Platform-based mapping tools as a result of the curriculum scaffolding. This research provides a methodology for designing and evaluating curriculum around highly technical skills that are increasingly in demand in research, education, and industry careers.     

The ‘voices’ of children: de‐centring empowering research relations

This paper examines some problematic methodological and ethical issues associated with in‐depth qualitative research with children. The discussion has wider resonance for qualitative studies of young people in ‘rural’ contexts. Particular ethical issues arise when researching with children, which are underpinned by children's relative powerlessness in society. With this in mind, the paper considers substantive strategies to promote ‘empowering research relations’, drawing upon an empirical study with children in primary school spaces. Re‐theorisations of identities and power as fractured, dynamic and contextual, suggest that research is comprised of specific moments or ‘research performances’. It is argued that developing empowering research relations involves negotiating such performances in ways that contest, or transform, dominant societal relations between children and adults. In this paper, I consider some of the specific, embodied performances involved in my research, to expose some of the complexities of power relations and negotiations within space. Bringing to light particular moments emphasises that power relations between children and adults are not reducible to the powerless and the powerful. It is also demonstrated that research performances are influenced and constrained by expectations placed upon adult and child practices in society and institutional spaces, and by researchers' own unconscious reproduction of dominant identities.     

差异和差距:中国和北美旅游地理博士学位论文的比较研究

通过对56篇中国旅游地理学博士学位论文和76篇北美论文的比较研究发现:中国旅游地理研究的博士学位论文滞后于北美,但中国博士论文增长速度快于北美;北美论文选题视野宽泛而中国论文选题视角比较狭窄;北美旅游地理博士学位论文选题的学科本位特征比较明显,而中国旅游地理博士学位论文选题的实践驱动比较突出;由于中国和北美旅游业发展背景和所处发展阶段不同或研究者对旅游地理问题认识的差异使其博士学位论文选题倾向有明显不同,即使在同一时期也有不同的研究热点。在北美,旅游影响研究和旅游景观/形象/感知研究是两个长盛不衰的课题且涉及的论文数量最多;在中国,涉及最多的研究领域是区域旅游开发/发展和生态旅游。     

Notes on Contributors

The purpose of this paper is twofold. It aims first to provide a critical overview of the literature on the history of technology as it relates to colonialism, decolonization and development in the extra‐European world during the 20th century. Second, it seeks to identify changing perspectives and emerging research issues in the history of technology in the European colonies and ex‐colonies of Asia and Africa, and thus to trace a move away from earlier ‘diffusionist’ arguments and discussion of polarization and conflict between ‘Western’ and ‘indigenous’ technologies, toward a more interactive, culturally‐nuanced, multi‐sited debate about how technology functions within specific parameters of time, place and culture. Body, land and state are identified as major ‘triangulation’ points for the critical investigation and contextualization of these issues.