Classrooms without borders: new spaces and places of learning

This article identifies what can be learned from seeking to adapt teaching and learning styles in a post-disaster environment. It focuses on the development of student research through community-based learning as a means of increasing engagement and contributing to recovery in an earthquake-damaged city. It urges consideration of the socio-political context within which such pedagogies are developed, and highlights the management of expectations amongst students, community partners and academic staff. It discusses some of the benefits and difficulties in developing new spaces and places of learning, and reflects critically on what these initiatives represent.     

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.     

Challenges and Opportunities in Cross-cultural Geographic Inquiry

While qualitative fieldwork in cross-cultural settings is central to human geography, there has been limited focus in the literature on the expectations and skills required to succeed as a field researcher in this area. Some practical advice is available for researchers who are new to cross-cultural fieldwork (e.g. graduate students, junior faculty members) and for advisers preparing young academics for such endeavours; however, themes are often treated individually rather than as a collective whole. This paper provides suggestions for novice field researchers by drawing on the experiences of four female graduate students engaged in qualitative geographic research. It identifies some major issues that influence the feasibility and efficacy of cross-cultural fieldwork, and provides practical suggestions to help prospective researchers plan for and implement field-based research projects in these contexts.     

Indigenous Methodologies: Suggestions for Junior Researchers

Indigenous methodologies in geography have recently been developed to decolonise Western dominated paradigms. It has been argued that research which does not benefit Indigenous communities should not be conducted. However, Indigenous methodologies are not taught in many post-secondary institutions. Therefore, when they pursue Indigenous topics, many junior researchers are self-taught in these methodologies. However, these methodologies cannot be defined simply and they are too diverse to be learnt in a short period. In Japan, Indigenous peoples are not widely recognised and research on contemporary Indigenous issues is limited. The concept of Indigenous methodologies is rarely discussed. Because of this, Japanese researchers rarely identify their research as adopting an Indigenous methodology. Indigenous researchers are thereby discouraged from pursuing Indigenous methodologies. Furthermore, a methodology or a thesis statement used by researchers to reflect Indigenous perspectives often gets little support from Indigenous peoples. My master's research on the Ainu mirrored this situation. While Indigenous methodologies remain difficult to learn, junior researchers should not be discouraged from this form of engagement. Practical suggestions are therefore necessary to encourage their use and application. Based on my experience, I suggest that researchers approach Indigenous communities from a learning perspective. This would encourage open-mindedness and sensitivity. Researchers should also be prepared and willing to refine their research questions and to continue their literature searches after their fieldwork is completed. These strategies could limit misinterpretation and exploitation of Indigenous knowledges and peoples.     

Qualitative Methods for the Study of Policy Diffusion: Challenges and Available Solutions

This article deals with the question whether and how processes of policy diffusion can be examined with qualitative methods. More specifically, how can qualitative methods address the “twin challenge of interdependence,” namely the challenge to identify diffusion, on the one hand, and the challenge to discriminate between mechanisms of diffusion, on the other? I argue, first, that there are three distinct qualitative techniques that can be used, namely cross‐case analysis (often based on systematic case selection), within‐case process tracing, and counterfactual reasoning. I demonstrate how these techniques can be adapted to the study of policy diffusion. Second, a combination of these methods is the best practice, since they are largely complementary in terms of the twin challenge of diffusion. The discussion draws on numerous illustrations from recent qualitative policy diffusion studies. The article closes with some suggestions for further methodological development in the study of policy diffusion, including the combination of quantitative and qualitative methods.     

The Evolution of Ethnographic Research Methods: Curiosities and Contradictions in the Qualitative Research Literature

This article evaluates six recent contributions to the literature on ethnographic research methods. Four concern collecting and analyzing texts, one introduces the use of textual and numerical data, and one illustrates the use of quantitative methods for qualitative data. The first four books reveal that current thinking in qualitative methods continues to privilege inexplicit criteria for data collection and analysis despite recognizing that explicit criteria work best. The last two books show how to effectively integrate qualitative and quantitative data in ways that resolve these contradictions.     

Fields of gold: reflections on the research relations of the cultural policy researcher

ABSTRACT

This article discusses the methodological implications of the relations we have to our object of study as cultural policy researchers. We ask: What research relations we typically are part of and what social dimensions structure these relations? These questions are discussed by comparing field experiences from two cultural forms that can be characterized as polar opposites when it comes to the degree to which they are legitimized: contemporary opera and dance bands. We suggest that four dimensions are especially relevant to help ‘unpack’ the relations we typically find ourselves in as cultural policy researchers; cultural hierarchy, research conditions, geography and, gender and age. The coexistence of these dimensions means that the cultural policy researcher regularly finds him/herself in complex situations that we suggest should be analysed in terms of the ways in which, and the extent to which, we develop roles as insiders – or outsiders – in the field     

Doing Fieldwork in Development Geography: Research Culture and Research Spaces in Vietnam

Rapid socioeconomic and institutional changes in Vietnam since the early 1990s have opened up new geographical spaces for field research. Reflecting on the experiences of three doctoral student researchers engaged in distinct development geography fieldwork projects in Vietnam, this paper profiles some of the conditions and procedures for carrying out fieldwork in order to serve as a basis for comparison of changing ‘fieldwork possibilities’ in Vietnam and other developing and transitional socialist countries.     

Generative spaces of gender and feminist geography in Singapore: entanglements of the personal and political

Abstract

While geographers’ work in Southeast Asia has yet to engage substantively with theoretical developments in gender/feminist studies generated by Anglo-American academic centers, we argue that Singapore has proven to be somewhat of an exception. Focusing on the National University of Singapore, this article discusses how the development of gender and feminist geography in Singapore has benefitted from being able to engage with international debates in feminism through the country’s and NUS’ internationalization efforts, and working in the English language. Using the notion of generative spaces, we highlight first, the importance of using our teaching to engage in feminist activism to encourage feminist change in the classroom, as well as within our immediate communities and further afield; and second, the nascent yet significant contributions of feminist geographers based in Singapore to feminist theorization from and about the Global South.     

Borderland spaces for learning partnership: opportunities,benefits and challenges

This paper uses case studies and secondary literature to critically examine how learning spaces inhabited by geographers might be used productively as borderland spaces for learning partnership. Borderland spaces are novel, challenging, permissive and liminal, destabilizing traditional power hierarchies. In these spaces, students gain confidence in accepting agency in learning, moving towards critical thinking and reflective judgement, thereby developing self-authorship. They acquire new knowledge, skills and facets to their identity. They also feel anxiety as they take on new roles and adopt a partnership ethos. Faculty must guide students to support their successful navigation into and out of borderland spaces.     

Instagram photography and the geography field course: snapshots from Berlin

Although geography has long associated itself with photography, the rapid advancement of technology has created a clear divide between the visual practices regularly used in wider society and the way photography is utilized by critical geographers in their teaching. We suggest the door is ajar for new modes of (geo)photographic thinking, and one visual tool at our disposal is social media applications that allow images to be instantly shared, analysed, and discussed. This article critically reflects on the use of Instagram to enhance student participation, engagement, and learning on a geography field course in Berlin. Based on interviews with students, their field journals, and our own critical reflections, this paper looks at some advantages of using Instagram in teaching geography, but also promotes caution and presents drawbacks to relying on instant visual digital methods.     

Discovering the Language of Data: Personal Pattern Languages and the Social Construction of Meaning from Big Data

Abstract

This paper attempts to address two issues relevant to the sense-making of Big Data. First, it presents a case study for how a large dataset can be transformed into both a visual language and, in effect, a ‘text’ that can be read and interpreted by human beings. The case study comes from direct observation of graduate students at the IIT Institute of Design who investigated task-switching behaviours, as documented by productivity software on a single user’s laptop and a smart phone. Through a series of experiments with the resulting dataset, the team effects a transformation of that data into a catalogue of visual primitives — a kind of iconic alphabet — that allow others to ‘read’ the data as a corpus and, more provocatively, suggest the formation of a personal pattern language. Second, this paper offers a model for human-technical collaboration in the sense-making of data, as demonstrated by this and other teams in the class. Current sense-making models tend to be data- and technology-centric, and increasingly presume data visualization as a primary point of entry of humans into Big Data systems. This alternative model proposes that meaningful interpretation of data emerges from a more elaborate interplay between algorithms, data and human beings.     

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.     

Multitemporal analysis for preservation of obsidian sources from Melka Kunture (Ethiopia): integration of fieldwork activities,digital aerial photogrammetry and multispectral stereo-IKONOS II analysis

An integrated analysis of recent satellite imageries and dated aerial photos demonstrated to be a good investigation tool (Gallo et al., 2009) for the identification of new sites and for the assessment of landscape changes of wide archaeological areas in Ethiopia.     

Partisanship,policy entrepreneurs and the market for ideas: what we can learn from policy failure

ABSTRACT

The Office of Living Victoria (OLV), was established in 2011 by the then Liberal-National Party Coalition Government. It was created in response to a water crisis and intended to revolutionise water management and delivery, challenging established authorities and practices consolidated under the previous Labor government in Victoria. There was a decidedly partisan motivation for its conception. The drive for new ideas and innovation created opportunities for policy entrepreneurs who won the competition against more conventional research advocacy, and determined the agenda of the new agency, in the process curbing an existing policy network. Yet within a short period, this initiative was mired in scandal, and ended in 2014 having failed to achieve its purposes. This article explores this instance of policy failure, assessing the policy trajectory of the OLV in relation to the concepts of partisanship, policy entrepreneurship, and policy networks.     

Carcass damage and digested bone from mountain lions (Felis concolor): implications for carcass persistence on landscapes as a function of prey age

This actualistic study examines the taphonomic signatures of modern free-ranging mountain lions (Felis concolor) on prey skeletal remains left at kill sites and digested bone fragments in the lions’ scats. Conducted in western Texas and southeastern New Mexico (U.S.A.), the study and its outcomes are relevant to models of carcass persistence and scavenging opportunities on ancient landscapes. Mountain lions in the study area ingested disproportionate quantities of bone from very young prey. This tendency holds true irrespective of prey body size. The results meanwhile confirm a relatively mild pattern of damage to adult deer carcasses. Digestive erosion of the surfaces of bones that passed through the gut was relatively severe, but many of these bone and tooth specimens retained identifiable features. It is clear that the mountain lions quickly remove the carcasses of very young prey from the pool of potentially scavenge-able resources. The non-linear relation between bone destruction from feeding by the cats and the skeletal maturity of prey also has consequences for prey mortality patterns, specifically a bias against the representation of very young individuals. This effect is not sufficient, however, to produce a global bias to prime-adult prey because older juveniles are much less affected.