How Much Life do I Lose from the Plague? Educational Board Games as Teaching Tools in Archaeology and Ancient History Courses

This article describes the development, implementation, assessment, debriefing and outcomes, and potential uses of a university student-driven educational gaming project, as a major assessment item in an archaeology course entitled ‘Ancient Medicine’. Discussion of these various aspects of the project is explored in the context of educational gaming theory and practice. We demonstrate that educational board games not only represent an effective method for students to retain and convey information in courses exploring the history and archaeology of medicine, but provide such a platform for undergraduate courses in general. Furthermore, we argue that they can present a cost-effective, fun and less time-/resource-intensive alternative to electronic or web-based projects, while still being an attractive addition to traditional classroom teaching methods.     

Break up your lectures: or Christaller sliced up

Abstract

Expounding for an hour is, we argue, a relatively poor way of teaching a large group during a ‘lecture’ period. Problems with such conventional lectures are discussed and a method outlined which overcomes some of these problems. In this method, which we shall call structured lectures, the lecture period is divided up into segments. Only some of these segments involve the lecturer talking. In others students discuss topics or complete exercises set by the teacher. An example of such a lecture on aspects of Christaller's central place theory is described both to indicate how to use structured lectures and to discuss the issues that teachers have to confront to adopt this strategy successfully.     

Archaeology Underfoot: On-Campus Approaches to Education,Outreach, and Historical Archaeology at Brown University

This article explores the methods and outcomes of “The Archaeology of College Hill” (AoCH), a hands-on fieldwork course at Brown University, Providence, Rhode Island. The first half of this paper recounts the results of a three-year research program (2012–2014) on the Quiet Green of the university’s campus. This work identified a material assemblage associated with the school’s first official President’s House and uncovered evidence for over two centuries of student life. The second half of this article addresses our pedagogical methods, including elements of replicable course design and feedback from a qualitative survey on students’ impressions of the class. By situating this project within wider dialogues on the role of fieldwork in undergraduate teaching, we demonstrate the ways in which practical, on-campus projects like AoCH can reach a more diverse body of students, increase enrollments in other archaeology courses, and develop a more engaged, de-centered pedagogy.     

Improving the learning processes of Physical Geography through the use of landscape photographs in class

The use of alternative teaching methods to lectures is one of the keys to develop a more participatory and effective education. In the teaching of Geography, greater interaction of students with elements of the landscape through the active use of photography could be one of the ways to achieve this efficiency. This article describes an experiment conducted in 2016 with students of the subject Physical Geography of the Iberian Peninsula. Two different teaching methodologies were applied to two groups of students. The first one was based on dividing the time of each class between participatory comments of landscape photographs and imparting theoretical knowledge through lectures. The second methodology consisted only of lectures, following a more traditional approach. Additionally, some students from the first group actively participated by uploading and tagging their own field pictures to a photographic repository of the University of Seville. The effectiveness of the different activities in each group was assessed through four tests, performed monthly. The results indicate that the use of landscape photographs as a participative teaching resource allows a more efficient learning of theoretical concepts. Therefore, the proposed methodology should be considered by those interested in improving the quality and effectiveness of their teaching of Geography.     

Preparation for teaching in a research degree: a model to prepare geographers for academic careers

This paper considers the possibility of overt political disagreement between human geographers and their students. Recent literature suggests that geographers should encourage their students to become more politically engaged through innovative teaching methods that could include frank discussion of the various positions taken by lecturers and students alike. Yet this same strategy could easily run against established pedagogical arguments about how teacher neutrality gives students the space to develop their views in whatever direction they choose. This paper investigates the practical management of this tension by drawing on qualitative interviews with a sample of current practitioners that centred on the occasions when personal politics have previously featured in their undergraduate teaching. It describes why overt political discussion is often squeezed out of these encounters, the careful ways in which these academics manage their political views during the times when such discussion occurs along with the degree to which they felt they should reveal them, and how students themselves commonly seemed to perform opinion in a relatively superficial way because doing so could be much less stressful. The conclusion that follows reflects on the broader implications of these findings for current debate and future practice in the discipline where it particularly emphasizes the importance of being sensitive to the interpersonal dynamics at hand.     

The Corporeal Empire: Physical Education and Politicising Children's Bodies in Late Colonial Bengal

This article deploys children's bodies as an analytical lens to examine the political significance of knowledge production and childhood in British colonial projects in late colonial India. Scholars have theorised the ‘body as method’ of history to argue that bodies are imbued with meanings, become stakes in power struggles and are sites of knowledge and power. I examine this theme by investigating a key locus of knowledge production for children – the colonial school and its curriculum, specifically physical education. To underline the multi‐stranded processes and loci of colonial knowledge production, I examine nationalist pedagogies of two Bengali children's magazines (Amaar Desh and Mouchak) as a form of informal schooling. I argue that the colonial state's engagement with physical education in schools stemmed from anxieties to both discipline native children's bodies, and to discourage students’ ‘seditious’ political activism. Second, I demonstrate that for Bengali educated elites, children embodied a political space for contestation and undertaking their projects of re‐masculinising the youth. These nation‐building projects placed a premium on masculinity, influenced boy cultures to imitate adult male cultures, and inscribed gender roles on the bodies of Bengali boys and girls. By doing so, these colonial encounters restructured and redefined childhood in crucial ways.     

Illuminating spaces in the classroom with qualitative GIS

As social and postmodern ontologies continue to shape our definition of space, undergraduate instructors have struggled to incorporate these paradigms in the geography classroom. Recent research suggests that practical applications using field work, qualitative research, and geographic information science can augment students’ understanding of these spatial ontologies. Qualitative GIS holds promise as a means to integrate these methods in geographic education, yet there are no signs to date that the methodology has transitioned from research to teaching. This paper details our attempt to incorporate qualitative GIS into an undergraduate urban field studies course in lieu of a strictly lab-based GIS assignment. We outline our approach before discussing students’ engagement with the assignment in greater depth. Drawing from field experiences and deliverables across four terms, we argue that teaching from a qualitative GIS framework can effectively communicate the fundamentals of modern spatial theory and geographic research methods to students as they investigate problems in the field. We also note recurring challenges to mixed-methods teaching for students unfamiliar with the new methods presented. We close by discussing avenues for instructors in different circumstances, e.g. personal skills sets and class characteristics, to consider qualitative GIS in their classrooms.     

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.     

Research-based learning for undergraduate students in soil and water sciences: a case study of hydropedology in an arid-zone environment

This article reports the efficacy of a research-based learning (RBL) exercise on hydropedology of arid zones, with guided and open research projects (OPR) carried out by teams of undergraduate students in Oman. A range of activities and assessments was used to support student learning during the three-month course. Assessment included monitoring of field trip and lab activities, attendance recording, scrutiny by a panel of written reports and open oral presentations. Students’ feedback through teaching evaluation is compared with other courses in the Department-College, illustrating high level of students’ satisfaction. OPR best fit the scaffold of RBL.     

Enlivened Geographies of Volunteering: Situated,Embodied and Emotional Practices of Voluntary Action

Abstract

Examining the everyday practices and feelings of volunteering, in particular their situated, emotional and embodied nature, serves to place the experiences of volunteers centrally in accounts of what matters in the doing of volunteering and goes beyond service provision or active citizenship. Using qualitative evidence from three collaborative research projects, we present enlivened geographies of volunteering which focus on: the situatedness of formal volunteering in place and the negotiation of local ‘moral economies’ of norms and expectations surrounding access to volunteering opportunities and the practices of volunteering; complex positionings of informal volunteering in biographies of social participation; and intersections of embodiment and emotions in experiences among environmental volunteers. We contribute to the development of social geographies which are ‘more-than-representational’ and argue that connecting insights on everyday practices of volunteering with wider policy and practice agendas requires a focus on the enduring, but also emergent and excessive nature of the spaces of doing volunteering, on the relational nature of volunteering, and on opening up debates in the networks of research-policy-practice which understand spaces of volunteering as entailing more than volunteering.     

Co-learning: Re-linking Research and Teaching in Geography

Focusing on Digital Worlds, a first-year geography blended learning course at the University of Auckland, this paper gives voice to the students, examining how they perceived e-learning versus traditional learning mechanisms; how e-learning mechanisms have affected their learning behaviour; and why certain e-learning mechanisms offered in the course were more appealing than others. It demonstrates that students' views are determined by their individual learning styles and how they perceive the university experience. Information and communication technologies were recognized to provide complementary learning benefits, especially when other factors inhibited learning, but traditional mechanisms such as lectures were still greatly valued.     

How street-level dilemmas and politics shape divergence: The accountability regimes framework

Hierarchical accountability often proves insufficient to control street-level implementation, where complex, informal accountability relations prevail and tasks must be prioritized. However, scholars lack a theoretical model of how accountability relations affect implementation behaviors that are inconsistent with policy. By extending the Accountability Regimes Framework (ARF), this paper explains how multiple competing subjective street-level accountabilities translate into policy divergence. The anti-terrorism “Prevent Duty” policy in the United Kingdom requires university lecturers to report any student they suspect may be undergoing a process of radicalization. We ask: what perceived street-level accountabilities and dilemmas does this politically contested policy imply for lecturers, and how do they affect divergence? An online survey of British lecturers (N = 809), combined with 35 qualitative follow-up interviews, reveals that accountability dilemmas trigger policy divergence. The ARF models how street-level bureaucrats become informal policymakers in the political system when rules clash with their roles as professionals, citizen-agents, or “political animals.”     

Undergraduate student perceptions of assessment and feedback practice: fostering agency and dialogue

ABSTRACT

Assessment and feedback practices sit at the heart of education and the student experience. This paper reports on undergraduate perceptions of assessment and feedback in the Department of Geography at King’s College London, UK. Twenty-eight first and second-year students across six focus groups provided comments on their understanding of feedback, their feedback experiences, and what they felt could be improved. It was clear that students desired feedback that would help them improve summative performance, but were unsure of how best to use it and consequently had high expectations that led to dissatisfaction. Particular concern was expressed about marking and feedback consistency, and the inherent variation in practice they experienced. Many comments indicated a lack of student agency, which may reflect the power relations that students find themselves in within their community of practice. Finding ways of fostering agency and improving dialogue over perceptions and expectations are suggested to be important steps in improving assessment and feedback practice, and student satisfaction.     

A Liberal Ghost? The Left,Liberal Democracy and the Legacy of Harold Laski’s Teaching

ABSTRACT

This article explores the ways in which British socialism may have supported and strengthened liberal ideas held by postcolonial leaders who were educated in Britain. It attempts to do so by examining the role of liberalism in Harold Laski’s teaching at the London School of Economics and Political Science (1920–50), with particular attention to his Indian students. Laski, a self-declared Marxist, promoted socialism in his voluminous writings, frequent speeches, and in his lectures, which were attended by many future post-colonial leaders. Although often rigid in its adhesion to socialist dogma, Laski’s thought nevertheless reflected the malleability of political ideologies, incorporating liberal and pluralist elements in its makeup, which were in turn conveyed to students. This article focuses on how two former pupils, G.L. Mehta and Renuka Ray, responded to Laski’s thinking in the context of early Nehruvian India. Drawing on students’ lecture notes, political writings and assessments of their former professor, I suggest that Laski, and British socialism more generally, served to both radicalise students’ desire for economic planning while moderating their understanding of how to generate political change by reinforcing liberal norms, including a belief in constitutionalism and representative government.     

Bringing gender and spatial theory to life at a German technical university

This article focuses on the use of a university sculpture garden, the renaming of streets, and advice about the use of public space in order to teach the intersection of gender theory with spatial theory. This article outlines methods for teaching gender and spatial theory to international and multidisciplinary bachelor’s and master’s students in English at a German technical university. Most of the students had not learned gender or spatial theory prior to the course. A review of the course syllabus is included, and interactive teaching methods are outlined for the writings of three scholars: Elizabeth Grosz, Henri Lefebvre, and Dolores Hayden. Three intertwined aspects of campus life: its student life, its architecture, and its outdoor sculpture are brought into conversation with those theorists. Students learn the history of their campus buildings, outdoor spaces and artwork, along with how university spaces, place naming, and storytelling all affect their educational and individual experiences. By interacting with and analyzing examples of campus architecture, urban space, and outdoor sculpture, students discover how spatial and gender theories function in everyday life. However, students were more convinced that living gendered interactions affected everyday life, and less convinced that static gender representations such as the sculpture garden or street naming impacted gender ideas and perceptions.     

An Exploration of Peer-to-Peer Teaching and Learning at Postgraduate Level: The Experience of Two Student-Led NVivo Workshops

This paper explores peer-to-peer teaching and learning at a postgraduate level using the example of two NVivo workshops run by geography postgraduate students. The workshops took place in March and May 2011 and feedback was collected from all attendees in both sessions. This paper aims to provide a practical guide to organizing and facilitating such an informal workshop on the NVivo software for postgraduate students based on the outcomes of the two workshops. Hints and tips for others considering running similar events are provided based on the feedback received following the sessions and reflections on the organizers experiences.     

The violence of spectacle: Statist schemes to green the desert and constructing Astana and Ashgabat as urban oases

Kazakhstan and Turkmenistan have been home to the most impressive urban development projects in the entire post-Soviet world. Their capitals, Astana and Ashgabat, now boast uniquely monumental architecture and local leaders have invested heavily in ‘green belt’ projects to surround the cities with lush vegetation, as well as developing green and water-laden public spaces. In doing so, elites have drawn on Soviet-era ‘garden city’ idealism, as well as more recent environmental sustainability narratives. Yet these schemes are anything but sustainable. Unfolding on the arid Central Asian steppe, they depend on heavy irrigation, with water diverted from rivers that already fail to meet regional demands. Employing a comparative approach, I ask why and with what effect state planners have sought to craft Astana and Ashgabat as spectacularly green ‘urban oases,’ when their local climates should defy the logic of sustainability. In so doing, I consider urban greening in the two countries as part of a wider phenomenon of statist schemes to green the desert, which have a long and diverse history. Extending the literature on desert greening, I argue that the structural violence they manifest and perpetuate is best understood by attending to how they operate as a form of spectacle.     

The Anti‐Essentialist Choice: Nationalism and Feminism in the Interaction between Two Women's Projects

Abstract. Two cross‐national women's organisations, one in Northern Ireland the other in Bosnia‐Herzegovina, are observed here in interaction with each other. The article explores the connection between their ability to sustain such cross‐community alliances and their choice to be women's projects. In so doing, it addresses the question ‘are feminism and nationalism compatible?’ Not all the women are ‘anti‐nationalist’ in philosophy, but they draw distinctions between variants of nationalism, and may be described as ‘anti‐essentialist’. The article distinguishes between variants of ‘feminism’, recognising it, too, as a plurality of movements. An anti‐essentialist understanding of ethnicity and nation is partnered in both the Network and Medica by an anti‐essentialist feminism, in which a woman's family role is minimised and value placed instead on her autonomy and agency. Certain forms of feminism and nationalism are thus compatible – but the configuration may be progressive or retrograde.     

Rendering responsible,provoking desire: women and home in squatter/slum renewal projects in the Turkish context

This article is situated at the intersection of urban restructuring, cultural conservatism and neoliberalism in the Turkish context to understand the new subject formations of poor women as they are relocated to high-rise apartment blocks in slum/squatter renewal projects by the prospect of homeownership via long-term mortgage loans. It contributes by showing the gendered effects of urban transformation on poor women as neoliberalism and conservatism interact. It draws upon two ethnographic studies that reveal women’s experiences embedded both in neoliberalism and patriarchy. In neoliberalism, women’s participation in the informal job market was promoted as they were made responsible for contributing to mortgage payments, and they were brought into consumption as they were provoked the desire for good homes via furnishing, and in patriarchy, women’s traditional roles in social reproduction were demanded in spite of their new roles and responsibilities. The study ponders women’s differentiated negotiations with patriarchy which resisted radical challenges when the family and the home framed women’s new responsibilities and desires. The rising conservatism rooted in Islam in Turkey, which prioritizes the family over individual women, created the conditions for it.     

Shadowing the White Man's Burden: U.S. Imperialism and the Problem of the Color Line

Abstract

Travel lectures were a popular part of the American self-culture movement of the mid-nineteenth. Audiences enjoyed travel lectures because they possessed analogical potential rooted in narratives of self-discipline and mastery to aid in the adaption to the socio-economic changes of the market and consumer society. Audiences viewed the lecturer Bayard Taylor as a model of liberal/republican masculinity. His career also reveals the role that metaphors of mobility served in the transformation from the ethos of character to the later outer-directed, “personality” driven, pursuit of personal self-realization.