Geo-centric education and anti-imperialism: theosophy, geography and citizenship in the writings of J. H. Cousins

While much has been written of the complicity of geography with British Imperialism and projects of the nation state, the focus of this paper is the educational writings of James H. Cousins who advocated geography as a source of ordered knowledge, mystic insight, and resistance to imperialism. Cousins' formulation of nationhood in his writing on national education, his scheme of geographical education and his concern of ideal citizenship are discussed in order to explore his attempt to develop a Theosophical geographical imagination of non-hierarchical difference and global spiritual unity.     

Political Geography and its Problems

Political geography has no separate standing in the Soviet Union as a research or teaching discipline. An advocate of political geography calls for acceptance of this subject as a full-fledged member of the geographical sciences by outlining some of the problems with which such a discipline might deal in the Soviet Union. It would be concerned with the historical evolution and current changes in the political map of the world and the factors that give rise to both quantitative changes (in territory and boundaries) and qualitative changes (in political systems). Wars, diplomatic actions, dynastic alliances and territorial purchases are listed as some of the factors that result in boundary changes of national states. Revolutions and national liberation movements account for changes in political systems. Heavy emphasis is given to the study of internal political developments that may ultimately result in changes on the political map of the world. Political events throughout the world are analyzed in the light of Marxist-Leninist ideology, and political and social processes in the capitalist and socialist (communist) parts of the world are sharply differentiated.     

林则徐与新疆史地研究

林则徐不但是近代伟大的爱国者和民族英雄 ,也是研究清代新疆史地的杰出代表。本文着重探讨了林则徐在谪戍新疆时期 ,通过日记、信札、诗词、奏折与杂录等形式开展新疆史地研究的情况 ,内容涉及新疆的历史、道里、形胜、古迹、地名、环境、物产、驻防、屯田和新疆人民生活等。其研究能发前人所未发 ,独树一帜 ,体现了林则徐注重文本与实地结合 ,经世致用和深刻思想性、预见性等多方面特点。     

Careers for Geography Graduates

This article makes an argument for an economic geographical pedagogy that is post-disciplinary, emphasizing non-hierarchical, student-based knowledge, disciplinary interconnectedness, epistemological plurality, and material embodiedness and embeddedness. Key to this conception of economic geographical pedagogy are recent writings of Timothy Mitchell and especially Donna Haraway. The paper discusses several projects and exercises employed by the author in an economic geography course to exemplify, and to persuade students of the merits of, a post-disciplinary approach to the subject.     

'Old Paris Is No More': Geographies of Spectacle and Anti-Spectacle

The term 'spectacle' has played an important role in recentcritical discussions of vision and visuality. In human geography it has often been used to designate new forms of capitalist urban development associated with display and show. This paper examines aspects of the term by addressing the critique of the spectacle developed by the situationist Guy Debord. It situates his writings on the subject back into the context of his engagements with the modern city between the 1950s and 1970s, especially in Paris, where hespent much of his life. In particular, it reads these writings in terms both of his bleak view of urban change and alienation under capitalism and of the 'glimmers of light' that he found in 'the setting sun of this city.' Debord's attachment to certain urban sites within this critique of urban spectacle was often nostalgic. Yet it can also be understood as part of his concern with challenging the ways in which urban spaces were being reconstructed, and as opening up gaps or cracks for thinking about 'counter-sites' and points of political intervention.     

旨趣和方法的异同:论钱大昕与王鸣盛的地理考辨

乾嘉学者钱大昕与王鸣盛治学以考据见长,二者在历史地理领域的研究各有特点。钱大昕擅长运用缜密的考辨方法,致力于建置沿革的考证纠谬,成果丰硕。王鸣盛则重视地理考察,贯通古今史事,辨析形势险要,探究地理条件与历代兴亡、战争胜负的关系;同时又以《禹贡》为中心,将儒家经典中的重要篇章纳入地理考辨的范围,反映其学术研究的丰富性和多样性。钱大昕与王鸣盛的考证成果及历史分析对近现代历史地理研究具有重要的参考价值,其细密考证与归纳、概括的综合分析也具有方法论上的借鉴意义。     

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。     

From Urban Aborigines to Aboriginality and the City: One Path Through the History of Australian Cultural Geography

This paper charts one idiosyncratic and rather personalised path through the emergence of cultural geography in the Australian context. It takes as its example the transition from research which examines a category group identified as ‘urban Aborigines’ to more recent research of our own which looks at the theme of how Aboriginality is articulated in and through the space of the city. This transition provides a way of registering some broader changes within the sub-disciplinary field of cultural geography. The paper also reflects on recent criticism that a cultural emphasis detracts from the political edge of geographical research. The influential work of Fay Gale suggests that this claim is somewhat misplaced in the context of the development of the sub-discipline in Australia.     

Learning Geography Bilingually

A concern with the role of the ‘Other’ in geography in higher education has led to work on the incorporation of marginalized social groups into learning contexts. Recently some authors have discussed the role of language in teaching, and in particular the dominant role of the English language in marginalizing non‐Anglophonic students and subject matter. In this paper an empirical case study of the experiences of bilingual students at the University of Wales, Aberystwyth is developed. This research provides an account of the role of language in bilingual students' engagements with geography, and addresses the practicalities and the politics of enabling students with a diversity of linguistic skills to become full citizens of their geographical education.     

From a Geography of Labor to a Labor Geography: Labor's Spatial Fix and theGeography of Capitalism

Mainstream neoclassical economic geography and its Marxist critique have largely failed to incorporate active conceptions of working class people in their explanations of the location of economic activities. Neoclassical approaches tend to conceive of workers simply as factors of location, whereas Marxist approaches primarily focus on how capital structures the economic landscape in its search for profit and frequently relegate labor to the status of "variable capital." Both approaches present Geographies of Labor. They have not really examined how workers try to make industrial landscapes. In contrast, I argue that workers have an interest in how the economic geography of capitalism is made; consequently, they seek to impose what we might call "labor's spatial fix" and so play an active role in the unevenly developed geography of capitalism. Examining how workers try to develop their own spatial fixes allows us to incorporate a more active sense of workers as geographical agents into understandings of the production of space under capitalism. Recognizing that workers' efforts to create "labor's spatial fix" are significant allows us to theorize how workers attempt to make space as an integral part of their social existence (a Labor Geography ) and so to write less capital-oriented economic geographies.     

Halford Mackinder's “new” political geography and the geographical tradition

This article re-examines Halford Mackinder's conception of geography in general and his practise as a political geographer in particular by placing his work in the context of the history of geography. The nature and politicisation of early modern (c.1600–1850) geography are depicted, and used as a contextual standard against which to assess Mackinder's claims to have propounded a “new” geography and a “new” form of political geography. Mackinder's conception of geography is found to have been a substantial departure from the early modern one, in terms of its definition of geography, its textual format and its placing of geography in a broader educative structure. By contrast, Mackinder's political geography is shown to effect a far less radical break, for whilst Mackinder's rhetoric suggests that geography will drive his political analysis, it is in fact his pre-existent politics as a tariff-reforming conservative which drove his political geography. To the extent that geography acted as a container for politics, Mackinder was still in the tradition of the early modern period, although he did change the form of that argument.     

Determinism and Indeterminism in Foreign Geography Part I

The history of geographical determinism is traced from Antiquity through the Renaissance until, in the author's view, it was first introduced into geography by Carl Ritter. Friedrich Ratzel, by supplementing classical determinism with Social Darwinism, laid the basis for a modern determinism that led ultimately to the school of geopolitics. Geopolitics is found to have interested Western geographers even after its Nazi German version was discredited. The ideas of geographical determinism, aside from being used by the advocates of geopolitics, also led to the environmentalism of Ellen Semple and Ellsworth Huntington and its more modern versions. Efforts to moderate the initially extreme forms of environmentalism (Griffith Taylor's stop-and-go determinism, O. H. K. Spate's probabilism) are analyzed from the Marxist viewpoint.     

Identity and Image of Indian Geography: The People's Perspective

Geography is among the late beginner subjects at higher education level in India. As revealed in scholarly writings, this discipline had been subjected to discrimination for colonial reasons and continues to lurch even today. There have been many academic writings on Indian geography. This paper is an attempt to look at the discipline from the people's side. Against the backdrop of a brief history of Indian geography and current debates therein, various issues are discussed as revealed by ordinary people during a questionnaire-based survey across different sections of society and also focused informal discussions.     

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.     

Nationalist geographies in interwar Yugoslavia: manoeuvring between national and transnational spaces

Taking into consideration several seemingly contradictory characteristics of Yugoslav geography, this article examines the employment of transnational spaces by the competing nationalist geographical narratives in interwar Yugoslavia. Though preoccupied with Yugoslavia and its political crises, at the beginning and the end of the interwar period Yugoslav geographers were concerned with international political developments, especially in East Central Europe. There were tensions between a geographical region and a national space as a preferred framework of research as well as between the belief that the political, economic and cultural development of Yugoslavia was unique and that it was comparable to development of other parts of East Central Europe. The determinist understanding of the nation as shaped by the physical landscape emphasized not only the ability, but also the necessity, of nationalist geographies to function on multiple spatial levels. Yugoslav geographers used the conceptual apparatus developed by French and German geographical traditions to establish a comparative framework in which they elaborated on various geographical characteristics of Yugoslavia, especially those politically significant, by referring to other European countries because it seemed difficult to describe the new country in terms of itself. German Geopolitik became particularly influential and, although taking different stands on it, several Yugoslav geographers pointed to geopolitical similarities with Czechoslovakia and Poland to draw conclusions regarding Yugoslavia. But geographical comparison had ambiguous implications, as it was used both to fortify and challenge the interwar Yugoslav state.     

Geography and the Australian Curriculum: Unfulfilled Knowledges in Secondary School Education

The introduction of geography as a separate discipline within the Australian Curriculum offers hope for revitalisation of the subject in Australian school education after decades of decline. Since the 1990s, the subject has been largely submerged within an integrated curriculum framework that has had significant consequences for the presence and character of secondary school geography. Its inclusion in the learning area of SOSE (Studies of Society and Environment) within schools has diluted the degree, breadth and depth of geographical education. However, in spite of the hope provided by its re‐institution, the process of national curriculum construction has had disconcerting consequences for the type of geography being offered to Australian students at the secondary level. Building on critical overviews of the history of secondary geography as an Australian school subject since the 1980s, recent philosophical discourse on approaches to geographical knowledge in a school context, and the author's personal experience as a geographical educator and researcher, this paper argues that the nature of knowledge embodied by the new geography study design in Years 7–10 is flawed in both its scope and its direction. While reflecting many of the characteristics of a social realist approach to geographical knowledge, the Australian Curriculum minimises the elements of critical analysis that provide geography with its unique educational identity and value.     

New light on How Labour governs: re‐discovered political writings by V. Gordon Childe

Vere Gordon Childe (1892–1957), the foremost prehistorian of his day, was an active socialist intellectual within the Australian Labor Party between 1917 and 1921. Unable to accept that intellectuals could be active as intellectuals in the Labor Party, commentators have misconceived the argument of How Labour Governs and distorted Childe's political position. Some have argued that Childe set out with a Second International model of the Labor party (a conduit for working class interests) that he was forced by the end of his book to renounce. Socialists, on the other hand, have seen the book as Childe's rejection of labourism in favour of syndicalism. The four rediscovered political essays by Childe considered in this paper show continuities and an important change in Childe's thought Before and after the publication of How Labour Governs Childe advocated a positive role for the Labor party in socialist politics. Moreover he came to understand that the party played an active role in the formation of the class, a role that could either bring forward or set back the prospects for socialism.     

Determinism and Indeterminism in Foreign Geography. Part II

The controversy between the environmentalists and the possibilists and the schools of cultural determinism, social determinism and indeterminism in West European and American geography are reviewed. The shift away from geographical determinism is viewed as not being necessarily a positive development in geography because it has led to a gradual strengthening of indeterminist tendencies with their associated disregard for physical geographical factors. When viewed in the historical context, geographical determinism is found to have shifted significantly from the extreme views of Ellen Semple and Ellsworth Huntington to a more pragmatically oriented view of the environmental impact on problems of economic development, i.e. from historical-sociological explanations to problems in applied geography. Even if the modern determinists tend to exaggerate the significance of the physical environment in some cases, this is still viewed as the lesser evil compared with an underestimation of environmental factors.     

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.