Exposing students to repeat photography: increasing cultural understanding on a short-term study abroad

Traditionally, repeat photography has been used to analyze land cover change. This paper describes how repeat photography may be used as a tool to enhance the short-term study abroad experience by facilitating cultural interaction and understanding. We present evidence from two cases and suggest a five-step repeat photography method for educators to use to increase participation and cultural interaction of students involved in fieldwork, long-haul fieldwork, and study abroad programs. We suggest that through the five steps developed in this paper that students' potential to understand and interact within the host culture is increased.     

Multicultural group work on field excursions to promote student teachers’ intercultural competence

As a response to the intercultural challenges of Geography Education, this study seeks to determine factors fostering intercultural competence of student teachers. Based on a one-week multicultural field excursion of eight German and eight Turkish students in Kayseri (Turkey) on Education for Sustainable Development, we used qualitative interviews to evaluate changes in the 16 student teachers’ intercultural competence. Findings strongly indicate that multicultural fieldwork fosters intercultural learning on a personal level.     

“Riding the rip”: an experiential and integrated human–physical geography curriculum in Costa Rica

Integrating research into short-term study abroad programs is challenging because of language, fieldwork logistics, and traditional learning models based on passive classroom experiences. Experiential learning often makes use of research as experience, but relatively few examples integrate human and physical geography. Here, we describe an experiential and integrated human–physical undergraduate geography curriculum in Costa Rica. We combine rip current morphodynamics, beach-user surveys, and cultural landscape in a 3-week program in Costa Rica. Emotions associated with the direct and indirect experience of “riding the rip” positively influenced the cognitive domain of student learning.     

Geography by Rail®: a new twist on a romantic concept

Based on William Morris Davis’ great Transcontinental Excursion of 1912, this article assesses and reviews the Geography by Rail® program (GbR) – a unique, short-term, field-based study abroad experience that takes an uncommon-in-the-US approach to international exploration and fieldwork, incorporating on-the-ground, regional geography-based learning experiences. Though it could be used as such, this is not intended as a “how-to” article, but instead, an examination of how the program’s alternative approach to short-term, field-based learning increases student engagement, enlivens the discipline of geography by championing the regional geography approach, and bridges the physical-human divide in geography. Examples are given of assessment techniques, relevant skills gained by student participants, student feedback received, and potential limitations of such a program. Our main goal rests in demonstrating that by being in the landscape, practicing in it, students often gain a perspective not achievable in the traditional classroom setting. In the regional and romantic geography sense, favoring breadth of learning over depth, we further argue that GbR represents a novel way to accomplish this important-yet-not-often-fostered and, oddly and unfortunately, difficult-to-find-in-geography concept.     

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.     

The Interview Hurdle to Postgraduate Studies and the Job Market

Abstract

This paper explores the educational value of a rural trail—a field visit on foot—using as an example a trail in a small area of countryside near Lancaster in northern England. This trail provides those teaching rural geography in higher education with a means of developing their students’ skills of informed observation and interpretation of field evidence based on study and discussion on‐site. A trail can enhance the appreciation and teaching of conceptual matters such as cultural approaches to rural geography. It also encourages the integration of diverse theoretical approaches to rural studies (based on culture, planning and management) and the simultaneous consideration by students of both local (often personal) details and national (or even global) pressures for change. The paper concludes that the rural trail has considerable pedagogical and academic merit for rural geographers.     

人文地理学野外考察的指南,方法论与方法结合研究的探索——评周尚意主编的《人文地理学野外方法》

野外考察是地理学的优良传统。人文地理学关注方法论与野外方法的关系。周尚意教授主编的《人文地理学野外方法》一书,系统、详细地介绍了野外方法及其案例,而且在方法论与野外方法结合研究上进行了积极探索。由此延伸思考可得:方法与方法论研究是辩证互动的关系,由于方法论涉及学科实践,所以野外考察需要方法论的指导。作为艺术和技术的结合,人文地理学(野外)著作应该达到\"四有\":有趣、有用、有力、有美。     

Teaching historical geography in the field

This paper examines the pedagogical and practical challenges associated with teaching historical geography, and archival research specifically, in the context of the undergraduate field trip. In so doing, it draws upon students' own reflections on the experience of conducting archival research during a field trip to New York City and presents the results of an international survey of academics' views as to the current problems and future possibilities associated with the teaching of historical geography and the implications of these perspectives for future curriculum design.     

Geographers in Their Ivory Tower: Academic Geography and Popular Geography in Paris 1931

Abstract: French academic geography achieved remarkable success during the 1920s making Paris an appropriate location for the XIIIth International Geographical Congress to meet in 1931. These scholarly activities were counterpoised by expressions of an exotic 'popular geography' at the great Exposition Coloniale staged in the French capital at the same time. At the Congress, French academics displayed their research achievements in denudation chronology, rural settlement studies and cartography, extending their work from the Hexagon to parts of the Empire. Patronage by leading professors in Paris and Grenoble clearly played a vital role in shaping the discipline. The location and content of excursions for visiting scholars also highlighted French achievements and suggested what remained to be done. Scrutiny of activities at the XIIIth IGC reveals a profession whose official pronouncements appear isolated from the momentous economic and political changes triggered by global depression at that time.     

李旭旦先生的学术思想和贡献及其他——纪念李旭旦先生诞辰100周年

李旭旦先生是人文地理学家、区域地理学家和地理教育家,毕生致力于地理教育和科学研究,培养了几代地理学人才,桃李满天下。他才思敏捷,知识渊博,治学严谨、执着,有较高的学术造诣。学术上他强调人地协调论和统一地理学,提倡区域研究,致力于地理教育理论的建设,创办《地理知识》杂志,曾任德国《GeoJournal》杂志编委,主编《人文地理学》(中国大百科全书分册)、《人文地理学论丛》、《人文地理学概说》,提出白龙江是我国西部南北地理分界线的科学论断,主张把解决现实问题作为人文地理学的主攻方向,重视野外调查,晚年他提出复兴人文地理学的倡议,把我国人文地理学的发展推向一个新的阶段。他是我国现代人文地理学的奠基人。     

Learning Desert Geomorphology Virtually versus in the Field

Statistical analyses of pre-test and post-test results, as well as qualitative insight obtained by essays, compared introductory physical geography college students who learned desert geomorphology only virtually, in the field and both ways. With the exception of establishing geographic context, the virtual field trip was statistically indistinguishable from real field trips in establishing basic knowledge about desert geomorphology. However, qualitative results reveal the deepest personal ownership of knowledge among field trip participants. These findings should not be construed as having validity beyond an introductory course.     

中外文明比较研究中的方法论问题

本文主要探讨中外文化比较研究中的方法论问题,提出应将中国古代文明作为世界古代文明的一部分,在研究方法上要破除传统的地域界限,扩大横向比较范围,改进理论建设,建立规范的学术交流机制,积极参与国际合作,大力扶持中青年学者,加强学术监督和学术评论,使我们的比较研究真正在方法上有所变化,有所创新,赶上科技发展的时代潮流。     

Chronotopes of study abroad: the cultural Other,immersion, and compartmentalized space–time

Study abroad offers a specific configuration of encountering cultural Others: in a demarcated “abroad” space in a compartmentalized time period. Informed by Bakhtin's notion of chronotopes, this article investigates narratives of American college students who studied in Paris, France and Bilbao, Spain in June–July 2011 based on an ethnographic fieldwork of their stay. I identify two chronotopes held in tension in their narratives that reflect tenets of the discourse of immersion: of homogeneous space where every minute students spend in the host society is “local” time full of learning, which risks portraying the host society as frozen in the time of the students’ stay; and of heterogeneous space where local space–time and outsider (e.g. American students and tourists) space–time co-exist hierarchically, where students strive to show their engagement with the former. This article calls for encouraging students to examine the effects of these chronotopes on their experiences and for viewing study abroad not as an encounter of two cultures but as diverse students joining in the ongoing production of heterogeneous host society space with a compartmentalized yet expanding notion of time.     

文化锋面的地理学诠释

文化锋面是指两种不同特质的文化相遇所形成的文化过渡现象,是两种社会气团之间的交错带。文化锋面具有不均质性、动态性、复杂性和地域性等特点。根据成因、形态、要素和演化状况等标准,文化锋面可分为许多不同的类型。与文化过渡区(带)、文化边界(界面)等概念相比,文化锋面不仅形象通俗,而且表达准确,内涵丰富。文化锋面和传统文化地理学主题具有密切的联系,但又相互独立,其研究对文化地理学具有重大的理论与现实意义。     

Jules Sion,Alan Grant Ogilvie and the college des Ecossais in Montpellier: A network of geographers

The ‘new geography’ propounded by Vidal de La Blache in the early years of the 20th century was diffused by his protégés in France and abroad. Field classes played a significant role in the process, with the Collège des Ecossais, established by Patrick Geddes at Montpellier, providing an ideal base for British students to study the natural and cultural landscapes of the component pays of southern France. The careers of Jules Sion and Alan Grant Ogilvie are explored in this article, and practical links between French and British geographers are exemplified through experiences of fieldwork in the Languedoc before and after World War II. Networks of professional contact and friendship are vital in understanding how the practice of modern geography has been shaped.     

新文化地理学视角下的女性主义地理学研究

在文化地理学研究向新文化地理学转向、女性主义运动蓬勃发展、女性主义理论在跨学科过程中日益完善的背景下,西方女性主义地理学从女性经验、性别权利、女性内部差异入手,提供了以女性主义视角分析地理学问题的新的发展领域,并发展出质疑与抵抗男性权威话语的学科范式。本文依循女性主义地理学中对身体、工作、空间和国家/民族等主要议题的探讨,梳理西方学者的研究进展,以期对本土研究提供有益借鉴。     

‘The races and conditions of men’: women in nineteenth-century geography school texts in the United States

Geography schoolbooks published in the United States were important opinion makers in the nineteenth century, often joining the Bible as the main source of information about the world outside North America. The texts examined here are noteworthy for their static and pejorative treatment of non-American cultures and may be seen as playing a key role in forming isolationist and chauvinist American public opinion. They also played a role in reinforcing ideas about the proper niche for women in American society, even though it may seem at first that these books could not have had much influence on ideas about American women because they barely mentioned women, almost always relegating them to illustrations and captions. The few women depicted were usually characterized as ‘poor souls’ in distant lands worthy of pity. We discuss the national political context in which these writers (many of whom were women) were producing geography school texts, the social roles they were fulfilling by reinforcing such limited images of ‘foreign’ women, and the sources they may have used in their research. Furthermore, we demonstrate that much more could have been drawn ethnographically from the illustrations of women. The images of women in these geography schoolbooks reinforced the marginalization of women, particularly non-white and non-western women.