Looking through the learning disability lens: inclusive education and the learning disability embodiment

Inclusion as an educational approach for students with disabilities is a widely debated topic. The concept of inclusion is often referred to as a philosophy that all pupils – regardless of ability and other differences – should be included within age-appropriate community schools [Stainback, S.B. and Stainback, W. eds., 1996. Inclusion: a guide for educators. Baltimore, MD: Paul H. Brookes Publishing, Artiles, A.J. and Kozleski, E.B., 2007. Beyond convictions: interrogating culture, history, and power in inclusive education. Language Arts, 84 (4), 357–365]. This educational approach has been scrutinized for its capacity to meet the needs of students with and without disabilities Lindsay, G., 2003. Inclusive education: a critical perspective. British journal of special education, 30 (1), 3–12; Kauffman, J.M. and Hallahan, D.P., 2005 Kauffman, J. M. and Hallahan, D. P. 2005. Special education: what it is and why we need it, Toronto, , Canada: Pearson.  [Google Scholar]. Special education: what it is and why we need it. Toronto, Canada: Pearson; McPhail, J.C. and Freeman, J.C., 2005. Beyond prejudice: thinking towards genuine inclusion. Learning disability research and practice, 20 (4), 254–267]. However, as Bodgan and Taylor [1990. Looking at the bright side: a positive approach to qualitative policy and evaluation research. Qualitative sociology, 13 (2), 183–192.] point out, the ‘does it work’ framework for analyzing inclusion programs for persons with disabilities is not beneficial to practitioners and researchers who believe that ‘integration into society is a moral question rather than an empirical one’ (p. 187). Instead of questioning whether inclusion ‘works’ or is ‘effective’ for students with learning disabilities (SLD), this study uses a critical geography perspective to examine from the SLDs' perspective how educational spaces are as socially and discursively constructed as places of inclusion and exclusion. This paper also examines interest in how these constructions of places are situated in relation to provincial and regional inclusive education policies.     

Towards a critical service learning in geography education: exploring challenges and possibilities through testimonio

There has been an increasing interest in exploring the transformational possibilities of experiential learning approaches like service learning, across post-secondary education, including geography. At the same time, scholars caution that such initiatives can entrench neoliberalism, white supremacy and other power structures and call for implementing a critical service learning (CSL) approach that is rooted in action against injustice. In response, this paper uses testimonio methodology to explore the experiences of a student and instructor engaging in a graduate geography course that implements CSL. We demonstrate how CSL is a complex process that is mired in the very power structures and institutional barriers it attempts to disrupt. Nonetheless, CSL creates opportunities for social change in the classroom and community, which make it a promising pedagogical strategy for geographers aiming to create alternative teaching approaches in their classrooms.     

Flipping and still learning: experiences of a flipped classroom approach for a third-year undergraduate human geography course

The flipped classroom approach, a form of blended learning, is currently popular in education praxis. Initial reports on the flipped classroom include that it offers opportunities to increase student engagement and build meaningful learning and teaching experiences. In this article, we analyse teacher and student experiences of a trial flipped classroom application in a third year undergraduate human geography course that challenges conventional thinking and practice in resource management, including an explicit focus on the marginalization of Indigenous knowledges in that context. The flipped classroom trial included empirical research with teachers and students to gauge the strengths and weaknesses of this mode of learning. Interviews, focus groups, surveys, reflections and participant-observation activities were conducted before, during and after the course. The research shows that this particular implementation of the flipped classroom approach generated multiple experiences for teachers and students, some constructive, others less so. Overall, space, time and flexibility matters not only to the kinds of pedagogical tools we employed to tailor learning to students’ differing needs, but also to the kinds of learning spaces – online and offline, individually and in groups – in which learning happens.     

Space-time geography of female live-in child domestic workers in Dhaka,Bangladesh

Live-in child domestic workers in Bangladesh often experience the surveilling power of their employer's gaze as a Foucauldian panopticon, which both disciplines and engages children in forms of self-discipline. I argue that female child domestic workers in particular have a form of ‘thin’ agency whereby they are severely restricted in their abilities to make independent decisions or to act to their own benefit. I ethnographically unpack the concept of thin agency by analyzing material, cultural, spatial and discursive constraints that both employers and female child domestic workers engage in their daily lives.     

藏族妇女教育历史回顾

藏族妇女教育是藏族教育的重要组成部分。本文通过回顾藏族妇女教育的近现代史,透视藏族社会妇女教育的发展历程,指出藏族妇女教育仍是不容忽视的重要问题。     

The field, the museum and the lecture hall: the spaces of natural history in Victorian Cornwall

This paper contributes to our understandings of the geographies of science through an analysis of nineteenth–century natural history and, in particular, of the provincial natural history society. Focusing on nineteenth–century Cornwall and one of the main natural history societies operating in the county at that time – the Penzance Natural History and Antiquarian Society – it is argued that a set of key spaces were integral to the operations and outputs of such societies. The paper details the significance of the Penzance Society's museum, field sites and lecture hall as sites for communal work of local natural historians. They were also important, it is argued, in their construction of West Cornwall as a site of national natural scientific importance. Lastly, these spaces defined an agenda for regional scientific study. In particular, they promoted a taxonomic method that would transform local people into rigorous scientists and the local region into a 'book of nature'.     

Transformative learning in community college human geography: a mixed methods study

ABSTRACT

The study explores the extent to which transformative learning occurs using quantitative and qualitative methods in a human geography course (N = 35) and explores student affect in relation to the learning environment. We used the eight-scale Transformative Learning Environments Survey (TLES) instrument for the quantitative analysis and an aligned analysis of student reflective work to capture the “voice” of the student as a qualitative approach that provided a rounded perspective of transformative learning. The TLES proved reliable where the sub-scale Alpha reliability ranged from 0.71 to 0.93 and a separate affect scale of Satisfaction was 0.95. The standardized regression coefficient between Satisfaction and the sub-scale of Student-Acting demonstrated the strongest positive association (0.27), followed closely by Disorienting Dilemma-Environment (0.24). The qualitative results supported the quantitative associations in most cases, but not all. The qualitative aspect to this present study offers a deeper look – beyond just statistical outcomes – using students’ own voices to explain their perspectives related to transformative learning.     

Predicament and responses: Discussions of history education in early modern China

ABSTRACT

Since the early modern era, following the abolishment of the imperial civil service exam and the rise of modern schools, the subject of history was included in education at all levels, from primary to tertiary. However, in comparison with traditional society, the degree of attention devoted to historical knowledge has in fact declined rather than improved. In the 1920s, many contemporaries vocally criticized and pondered the low level of historical knowledge among primary and secondary school students, and occasionally voiced dissatisfaction with history education at the university level as well. Critics primarily focused their discussions on the insufficient attention for history classes, imperfect standards formulated for history classes, poor history teaching materials, and lack of qualified, specialized teachers, forming a universal consensus among contemporaries on the failure of history education. However, the widespread opprobrium attached to history education was closely tied to two facts: first, the historians of early modern China had as yet failed to compile a general history of China acceptable to the majority, greatly disappointing many educators; second, historical resources failed to exercise the mobilizing effect on early modern Chinese society that contemporaries had hoped for, and history thus often became the scapegoat paying the price for practical setbacks and failures in the political arena.     

A continuing agenda for gender: the role of the IGU Commission on gender and geography

In examining the development of the International Geographical Union’s (IGU) Commission on Gender and Geography over the last three decades, we first highlight the advances made to establish visibility for gender studies within the IGU and create structures for more inclusive feminist geographies across national, disciplinary and other borders. Given that many of the early and most widely-known advances were largely within Anglophone contexts, we then discuss the ongoing challenges and possibilities for advancement faced by feminist geographers who teach, research, and write on gender in other locations. While some of these challenges (such as a continued lack of recognition for gender studies, paternalistic hierarchies, and specific government regimes) are country-specific, others are related to broader issues of neoliberalism and corporatization, and inequities in academic publishing. Clearly, continued efforts are needed to strengthen the agenda for gender to promote more inclusive histories, practices and processes of gender/feminist geography in research, teaching and application in the international arena.     

The potential for university collaboration and online learning to internationalise geography education

International partnerships between universities, facilitated by online pedagogies, have great potential to bring together students and teachers from widely differing backgrounds, cultures and locations to combine global perspectives and local relevance in the widely interdisciplinary subject area of geography. However, collaboration between universities is difficult and often fails due to a lack of a shared vision, poor administrative support and difficulties with funding arrangements, and, while online teaching is rapidly expanding, its use at the graduate level is not widely utilized. We reveal the pitfalls associated with international university collaboration founded on the worry that universities are tying themselves to a long-lasting, rigid relationship that may conflict with other activities. Those universities that have surmounted these barriers to collaboration find solutions through establishing incentive structures that encourage shared teaching, apportioning finances and time to support the initiative, and agreeing set conditions for future partners to join or leave the agreement.     

Advanced manufacturing as an online case study for global geography education

Advanced manufacturing continues to be an important sector for emerging and industrialized economies, therefore, remaining an important topic for economic geography education. This article describes a case study created for the Association of American Geographer's Center for Global Geography Education and its implementation. The international machine tool industry is particularly useful for introducing students to the regional impacts of broader economic processes.     

Learning to teach geography for primary education: results of an experimental programme

Students training to become primary school teachers appear to have little awareness of the core concepts of geography (teaching). To ensure that future primary school teachers are able to develop their pupils’ geographical awareness, a six weeks programme was developed. The characteristics of this programme – named Consciously Teaching Geography (CTG) – are: principles of good geography teaching, conjunction and a recurrent structure during training, modelling and reflection. In a quasi-experimental research design the question is answered what the effects are of CTG on the development of pedagogical content knowledge (PCK) for the subject of geography of first year primary student teachers. The results indicated that the programme has a positive effect on the domain-specific PCK development in the short term.     

从环境的历史到环境史——关于环境史研究的一种认识

By and large, there are three kinds of research on environment: the history of environment as a field of natural history studies, the history of environment as within the scope of history of society studies, and environmental history as the study of the relationship between human and nature. The methodological perspective of the relationship between humanity and environmental distinguishes the third from the previous two. From this perspective, when we probe the mutual effects between human and nature, we will stress on their interactions. The new era and the realities of contemporary society foster the rise of environmental history, which has not only theoretical values but also practical significance. Translated from Xueshu Yanjiu 学术研究 (Academic Research), 2006, (9):12–22     

Italian cultural geography,or the history of a prolific absence

This article focuses on a group of buildings that form the site for a Steiner school in Pembrokeshire, West Wales. It examines the ways in which an environmentally friendly, ‘ecological’ structure was (and is) constructed such that the building and its accompanying practices might be seen as ‘performed art’. By more critically examining the school's geographies through ethnographic material, the paper moves away from the buildings' symbolic meanings to demonstrate how art and nature intersect in various ways, in the school's life. Art and nature were crucial to the type of education there, the physical process of building the school, and daily uses of the buildings. The paper also explores how the art-nature intersection is involved in the construction of ethical discourses and practices constitutive of ‘childhood’ and ‘education’.     

The geography of transnational adoption: kin and place in globalization

International adoption involves crossing borders; it invokes space and geography as adoptive parents imagine distant countries, as children are moved from one nation to another, and as adoptees and their families return to their countries of origin. The spatiality of belonging and identity – but also of trauma and violence – are central concerns for the people involved and to the operations of their cultural, political, and legal practice. Yet surprisingly, cultural geographers have not yet developed a conceptualization of transnational adoption that theorizes it as a constitutive aspect of geographies of migration, domestic geographies, and geography of childhood. In this issue we seek to set out an agenda for the cultural and political geographies of transnational adoption. We do so by discussing three interrelated themes: the adoption-migration nexus, geographies of relatedness, and the biopolitics of mobility.     

Textual context in the history of political thought and intellectual history

ABSTRACT

We can easily misread historical texts if we take ideas and passages out of their textual contexts. The resulting errors are widespread, possibly even more so than errors through reading ideas and passages out of their historical contexts. Yet the methodological literature stresses the latter and says little about the former. This paper thus theorises the idea of textual context, distinguishes three types of textual context, and asks how we uncover the right textual contexts. I distinguish four kinds of textual-context error, and offer practical tips for avoiding these errors. However, the beating heart of this paper is the history–philosophy debate: in contrast to the prevailing assumption that historical and philosophical analysis are fundamentally different, I show that a commitment to textual context, which should be entirely uncontroversial, also commits one to think philosophically.     

Rotten to the core: Against a core curriculum for geography in UK higher education

Abstract

This paper examines some of the main reasons why a core curriculum for UK higher education is seen as being desirable, and challenges these arguments with particular reference to geography. It suggests that a core curriculum would be damaging for six main reasons: that problems exist over the identification of central elements which could provide the basis of a core; that the higher education experience should be enlightening rather than dehumanising; that the strength of geography as a very broad discipline would be damaged by the imposition of a core; that much of the most exciting geographical ‘knowledge’ is created at the research frontier rather than in any potential core; that there are problems over the choice of people who might determine any core; and that there are serious questions over precisely in whose interests a core might be created.     

Renewing the purpose of geography education: Eco-anxiety,powerful knowledge,and pathways for transformation

Concerns about the decline in uptake of secondary geography education continue despite arguments supporting the value of geography education, the power of geographical thinking, and geography’s critical role in preparing students to deal with complex challenges. Already constrained by neoliberal politics of disadvantage, young people must plan and prepare for chaotic futures. Consequently, young people are becoming distressed and worried about their futures and feeling powerless as society fails to adequately address these issues. In this article, we ask what schools and universities can do as place-based public institutions to serve young people to effectively respond to eco-anxiety and build capacities to surf the unrelenting waves of change. We draw on journeys that brought three young doctoral candidates to study geography. From their stories, we sketch what a geographical education could offer in terms of relevance, practicality, and engagement with transformative system change. We think that under current world conditions, this is a moment to revive geography education and give it renewed purpose to encourage young people to develop skills and competences to tackle wicked problems.     

Time travel,labour history,and the null curriculum: new design knowledge for mobile augmented reality history games

This paper presents a case study drawn from design-based research (DBR) on a mobile, place-based augmented reality history game. Using DBR methods, the game was developed by the author as a history learning intervention for fifth to seventh graders. The game is built upon historical narratives of disenfranchised populations that are seldom taught, those typically relegated to the ‘null curriculum’. These narratives include the stories of women immigrant labour leaders in the early twentieth century, more than a decade before suffrage. The project understands the purpose of history education as the preparation of informed citizens. In paying particular attention to historical themes that endure over time, the game aims to draw connections between historical and contemporary narratives of diverse and disenfranchised populations. The study discusses new design knowledge for addressing such narratives. Self-reflexivity, the technique of revealing the means of production of the game technology itself can be used to spotlight contemporary issues of disenfranchisement. Supra-reveals, historical thematic foreshadowing, can help establish key links between themes of disenfranchisement of diverse groups in the past and those in the present. These techniques used together, and the subsequent curriculum, brought focus to teaching issues of diversity and disenfranchisement typically written out of curriculum.     

The coming of age of the history of archaeology

Publications and organizational developments relating to the history of archaeology from 1989 until June 1993 are critically examined. Attention is paid to the changing motivations for producing such publications, their shifting intellectual orientation, controversies, especially as they relate to internal vs external approaches and the epistemological status of explanations, problems of verification, and the status of these studies as a subfield within archaeology.