Indigenous Research: Whose Priority? Journeys and Possibilities of Cross‐Cultural Research in Geography

Decolonising research in geography is part of a broader ‘reflexive’ process which continues to question the positivist status of ‘researcher as observer’. This paper contributes to this reflexive turn, drawing on the particular experiences of a cross‐cultural Honours thesis. The paper is pursued through a parallel journey involving a non‐Indigenous researcher (and author of the cross‐cultural Honours thesis) engaging Indigenous research 1 with interpretative insight from an Indigenous adviser or ‘on‐looker’. The methodological difficulties revealed by the parallel journey are emphasised to highlight both the complexities and reflexive possibilities of cross‐cultural research but also to consider potential institutional and pedagogic implications that stem from the experience. One of the substantial findings of the paper is that, by linking Indigenous community priorities to research and coursework, conventional (and often unequal) research relations are minimised and colonising tendencies reduced. By challenging the conventional way that cross‐cultural research is conceived, and the way that institutional practices and research frameworks are implemented, geographers can continue their prolonged and complex efforts at decolonisation of the field and their own practices.     

Tutoring Relevant Geography: A People's Geography Project initiative

UK geography departments are now reaching the stage where, in light of social change and growing competition for students, the need to offer a degree programme that is relevant to the needs and expectations of students is a real urgency. Drawing on the People's Geography Project, an initiative from the USA, this paper details the experiences of the author in teaching relevant geography in first-year undergraduate tutorials. The paper contends that by providing an opportunity for students to engage in contentious debate and to adopt a political position, students are encouraged to approach issues from a critical geographical perspective, demonstrate the relevance of a geographical perspective in contemporary issues, recognise the conflicting interests from competing discourses and reach a possible, just solution to social problems. This paper reports on the choice of topics, the forum of debate and assessment through alternative coursework styles, and it analyses the learning of both geographical and transferable skills through a People's Geography tutorial programme. The degree of relevance perceived by both the students and the tutor is evaluated, and suggestions are made for further development of a People's Geography approach.     

W(h)ither Development Geography in Australia?

This paper explores the changing focus and role of development geography in Australian university teaching and research. It is based primarily on interviews with Emeritus Professors Harold Brookfield and David Lea and Professor John Connell, which were conducted as part of the Institute of Australian Geographers’ Millennium Project on Geography and Geographers. Drawing on the collective wisdom of these geographers, the evolution and characteristics of development geography in Australia and the reasons for its past strength are outlined. Additionally, the contributions made by this branch of the discipline to Geography are described, reasons for the parlous state of development geography in Australia today are presented and a number of issues related to its future survival are raised. The paper argues that, for the discipline of Geography in Australia to retain social relevance, a continuing focus on global inequality and its impacts at the local scale is essential.     

Foundation Degrees in Geography and Tourism: A Critical Reflection on Student Experiences and the Implications for Undergraduate Degree Courses

Over the last decade, some UK Geography Departments have diversified their range of courses to offer Foundation degrees (Fds), providing students with alternative routes through higher education (HE). These courses are delivered either offsite at further education colleges (FECs), embedded within an undergraduate programme at higher education institutions (HEIs), or by work-based learning. These pathways present students, staff and institutions with new opportunities, issues and challenges. This study examines contrasting pathways of offsite and onsite Fds in Tourism Management and Development Geography offered by two HEIs and two FECs in southwest England. The needs and experiences of Fd students are varied, related to the individual's personal and academic background, the course pathway taken, institution-specific issues and the degree of support and preparedness for HE. The contrasting academic cultures, teaching methods and assessments encountered in FECs and HEIs, and the availability of resources, raise generic and specific issues, such as confidence building and learning to become independent and autonomous learners, which challenge Geography and Tourism students during their academic careers. This study concludes that closer collaboration between the HEI and the partner FEC is necessary for Geography and Tourism courses, and highlights the need for better alignment and reinforcement of HE systems in FECs, for instance through fieldwork, and the offering effective induction and support in study skills. Finally, it is important to facilitate the smooth transitions of students ‘topping-up’ to Year 3 of an Honours degree at the parent HEI. Managers of undergraduate courses in Geography and associated subjects can also learn from the vocational and contextualized learning promoted by Fd courses and direct entry students to undergraduate courses.     

南京大学人文地理学发展系谱

本文梳理了南京大学人文地理研究机构的发展历程,总结南京大学人文地理研究机构由基础层、应用层、联合应用层三个层级组成。将南京大学九十年的人文地理学科发展历程划分为三个历史时期,即1919年到建国初期的近代中国人文地理学源地与人才培养的摇篮,建国初期到20世纪70年代末80年代初承担全国性科学研究和生产任务的先行者,20世纪80年代初期至今的优势学科凸显,同时"大人文地理科学"蓬勃发展与国际化阶段。认为南京大学对中国人文地理学科发展有四大贡献,即中国人文地理学的摇篮与创新源地,中国人文地理学思想理论发展的中坚,中国人文地理学主要分支学科建设的引领者,以及中国人文地理学承担国家重大项目的主体。     

Teaching and learning philosophy in geography from textbooks

Abstract

This paper describes the process by which objective‐question tests, using an OMR, were introduced into a number of first‐year geography modules at the University of Plymouth. It discusses the rationale for such a move and some of the issues which have arisen. The paper goes on to present the results of various statistical tests, including a comparison of student performance in the objective‐question exams and in the traditional examination essays. A key aim was to determine whether individual students perform consistently across the two forms of assessment.     

Health geography in New Zealand and Australia: global integration or Antipodean exceptionalism?

This paper examines the hallmarks of an emergent and distinctive Australian and New Zealand health geography over the last 30 years. Building on an assessment of the early development of the sub‐discipline in the two countries, a review of published work reveals the co‐presence of local themes alongside connections to more global perspectives associated notably with health behaviour. Further common themes are the influence of year‐round exposure to outdoor spaces and the proximity of “blue spaces” to urban centres. However, there are divergences in the evolution of the sub‐discipline. A comparison of attendance at the biennial International Medical Geography Symposia (held since 1985) with publications in the journal Health & Place reveals differentially globalised characters. A steady flow of international visitors and appointments to New Zealand universities as well as more apparent connections to the wider discipline of geography contrast with more applied geospatial and public health connections in Australian health geography.     

Monitoring the media: student production and use of newspaper resource files in economic geography

Abstract

This article discusses the use of newspaper resource files in economic geography, in particular focusing on a simple method of production involving student participation. It connects two related issues: first, the question of topicality in course content; and second, the problems associated with the collection and collation of up‐to‐date material at a time when there are both teaching pressures and an unrelentingly wide array of information and sources available to economic geographers. Against this background, the paper discusses the rationale for such a student‐based media monitoring activity, the simple procedures that might be used, and the advantages and disadvantages involved. It concludes that media monitoring is useful for students in maintaining up‐to‐date ideas and information in their course activity and that it may also trigger a series of valuable debating points, adding to the richness of the educational experience in economic geography.     

Postgraduate education and thesis writing in Australian geography: a critique

This paper argues that the present structuring of postgraduate degrees in Australian geography is a recent phenomenon and could be altered. A case is made for more coursework and alternative forms of submission of research findings. The current dissemination of thesis information is criticised and a call made for better management to benefit readers and geography as a whole. The possibility is canvassed of a wider role for postgraduates in advancing human geography.     

Australian geography: The next 10 years (and beyond)?

Geography: Shaping Australia's Future (2018) provides a ‘strategic plan’ for geography aligned with the national research priorities, as well other key areas where Australian geographers are addressing environmental and societal challenges. To provide context, we first describe the state of geography in Australian universities. We then articulate ways forward for strengthening Australian geography—both within the discipline and how we interact externally. We describe how geography may better contribute to policy agendas, capitalising on our unique perspectives of space, place and the environment, but also highlight how we might improve these contributions through a more unified approach across human and physical geography. Third, we discuss opportunities for geographers to build the reputation of the discipline and ways to advocate for its importance in the wider academy, school curricula and community. We conclude with some preliminary suggestions on how Australian geographers may better engage and contribute to the United Nations Agenda 2030 Sustainable Development Goals.     

An examination of student veteran education pathways at an American university

Military veterans are enrolling in higher education at the highest rates since the Second World War. This research seeks to examine how military experiences related to student experiences within the discipline of Geography. We use a survey instrument to measure student motivations, attitudes, and aspirations for declared Geography majors. Given a high presence of military connected students, we then examine the similarities and differences in motivations, attitudes, and aspirations between military connected and non-military students. Findings suggest that there are similarities between military and non-military students with regard to motivating factors for selecting Geography as a major, there are differences with regards to attitudes towards cultural geography, and differences in how students perceive their future interactions with the environment. Differences in demographics and travel experiences also are identified and likely contribute to shaping undergraduate geography experiences. The results offer useful insight on current Geography student needs, and assist faculty and departments in tailoring learning based on student experience.     

论克利福德·达比的区域历史地理学理论与实践

克利福德·达比 (Clifford Darby,190 9- 1992 ) ,著名英国历史地理学家 ,对英国历史地理学的发展做出了杰出贡献 ,他的学术思想也影响到中国现代历史地理学的形成与发展。达比一生的学术研究工作基本可以分为四个方面 :1.英国东南部沼泽地 (The Fenland)研究 ;2 .《清册地理》研究 ;3.英格兰历史地理研究 ;4 .历史地理学方法论的探讨。本文从这四个方面对达比的区域历史地理学理论与实践做了系统评述     

Providing University Education in Physical Geography Across the South Pacific Islands: Multi-modal Course Delivery and Student Grade Performance

Enormous distances across the vast South Pacific hinder student access to the main Fiji campus of the regional tertiary education provider, the University of the South Pacific (USP). Fortunately, USP has been a pioneer in distance education (DE) and promotes multi-modal delivery of programmes. Geography has embraced DE, but doubts remain about comparability of various modes of study. This paper offers a diachronic examination of final grade performance of undergraduate physical geography students learning via three different modes. Data collected over 10 years on the pass rates of >1300 students are analysed. Various influences on student achievement are highlighted.     

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.     

近70年来中国历史城市地理研究进展

历史城市地理是历史地理学的重要分支之一。近70年来,中国历史城市地理研究经历了奠基与探索、缓滞、复苏与拓展、深化与融合等发展阶段,在研究内容拓展、理论与方法总结、新技术探索等方面取得了长足进步和丰硕成果,促进了中国历史地理学的整体发展。基于近70年来历史城市地理领域的代表性研究论著,总结了中国历史城市地理研究的阶段性特征,论述了九大专题领域的研究进展,并对历史城市地理研究相关问题进行了辨析,对今后的研究趋向加以展望。     

Fieldwork in geography education: defining or declining? The state of fieldwork in Canadian undergraduate geography programs

This paper investigates the prevalence of fieldwork in undergraduate Geography programs in Canada. It examines the presence of fieldwork, provided through both field courses and courses that include fieldwork components, by reviewing program requirements and course offerings in undergraduate geography programs. The research explores the extent to which fieldwork is a required component of an undergraduate degree and scrutinizes the integration of fieldwork within geography programs. The results indicate that few programs include fieldwork requirements and that overall there is limited integration of fieldwork in programs of study.     

试论高校地理专业人文地理学的教学改革

依据7所高校地理专业课程设置的分析,可以发现我国高校地理专业人文地理学课程体系基本形成,《人文地理学》、《经济地理学》、《中国地理》、《世界地理》等课程成为人文地理学的核心课程。各高校根据自身特点,通过多种方式和途径,开设了涉及目前人文地理学发展较为成熟领域的课程。《人文地理学》的课程性质决定了它在人文地理学课程群中的总括地位,该课程的教学重点应该在于阐述人文地理学的基本理论、基本方法。课程性质和教学重点对教材提出了要求,我国不同时期出版的教材各具特色,但随着高校地理专业人文地理学课程体系日趋合理,《人文地理学》教材应与《人文地理学》课程性质和功能相一致。人文地理学外业实践教学不可或缺,但目前仍较薄弱,有待加强。人文地理学外业实践教学应以人地关系地域系统理论为指导思想,选择较为典型、富有代表性的地域进行。     

Pre-service teachers learn to teach geography: a suggested course model

How to improve geography education via teacher preparation programs has been a concern for nearly three decades, but few examples of a single, comprehensive university-level course exist. The purpose of this article is to share the model of a pre-service geography education methods course. Within the course, geography content (physical and social) is paired with different pedagogic strategies (visual, kinesthetic, technology) and other content areas (reading, history) to refine pre-service teacher conceptualizations of geography as a subject and to see geography’s potential inclusion across various grade levels. End of course student evaluations demonstrate student satisfaction and learning, while post-course interviews similarly indicate that the class was (1) more useful and practical than other education program coursework for beginning ones teaching career, and (2) stimulated the continued use of geographic concepts and materials.     

Transitions in U.S. Higher Education: implications for geography learning

In the United States, higher education institutions and structures governing higher education are going through dramatic change. The implications of new technology and changing modes of course structure, and evolving federal and state policies have the potential for significant impact on higher education. The historic federal mandates regarding university systems, including land-grants, and renewal of the U.S. Higher Education Act, for example, have impacts related to higher education regulations, performance expectations, accreditation, and student success. In addition, there are new research questions related to student learning. Several of the key themes impacting higher education also have implications and expectations for university geography programs. Geographers and geography programs in many universities are contributing toward addressing these changes in ways that contribute toward programs and universities that are more committed to new learning paradigms, as well as curricula that enhance engagement, concepts of sustainability, innovation, entrepreneurship, and efforts at more integrated scholarship, among others.