Gender and geography in the Netherlands: from separation to integration

Abstract

This article reports on the development of feminist geography in the Netherlands in the past forty years. In response to critical feminist students, feminist geography originally developed in a strategy of separation with the appointment of university lecturers specialized in ‘women’s studies’, the introduction of elective courses and research projects, and the creation of national networks. Gender is currently more and more integrated in core geography teaching and mainstream geographical research and separate networks are dissolved. Although feminist geographers in the Netherlands are successful in teaching, publishing and acquisition of research funding, gender issues and perspectives are still not firmly rooted in geography curricula and research programs. Integration is highly dependent on the feminist commitment of individual lecturers and researchers and gender perspectives are at risk of marginalisation or disappearance. Feminist geographers in the Netherlands must still be vigilant to preserve the achievements of forty years of Dutch feminist geography.     

Is Feminist geography relevant?

Abstract

As the whole point of feminism is to empower women and girls and to improve the circumstances of their lives, most feminist geographers would claim that indeed feminist geography is — or at least aims to be — relevant; they would then hasten to point to the contradictions and ambiguities inherent in this claim: what counts as relevant and relevant to whom are complicating questions. The work of feminist geography encompasses teaching, activism and scholarship — all potentially relevant activities. In considering what counts as relevant, I discuss the difficulties of equating relevant with applied and of knowing whether or not our teaching, research and activism will turn out to be relevant. Complicating any claim to relevance is our inability to know, and lack of control over, how others will use our work. Asking ‘relevant to whom?’ points to the difficult truth that what some women view as positive change others may see as harmful to their interests; in this senserelevance is specific to particular contexts, scales and places. At the same time, relevance can enter the intricate web of global interconnections and transcend particular contexts, scales and places. Relevance itself is therefore a geographic concept. Feminist geographers struggle to hold together these sometimes contradictory geographic dimensions of relevance. I close by arguing that the growing body of feminist geography work engages with a range of social issues around the world and certainly has the potential for relevance at a variety of scales. But the relevance question will remain a complex and ambiguous one for feminist geographers.     

Teaching economic geography in UK higher education institutions

Abstract

This paper examines how the changes in the last decade in economic geography have been reflected in the courses taught in the UK and assesses the impact of recent changes in teaching styles and methods on how the subject is taught. It summarises the findings from a survey of 50 UK Geography Departments. The paper covers three main topics: the significance of economic geography in UK degrees courses; the characteristics of introductory economic geography courses; and the issues involved in the teaching of economic geography.     

The silver screen

Abstract

Based in educational theory and with an interdisciplinary backdrop, this paper applies to economic geography thoughts and contributions pioneered in agricultural science by Professor Richard Bawden. Commonly held educational objectives are interpreted alongside three major teaching traditions. From this analysis, the potential relevance of experiential learning is examined in the light of paradigmatic shifts in economic geography and practical developments in tertiary milieu. The conclusion is that praxis‐based teaching deserves more attention than it has previously received.     

Gender geography in Japan: the trajectory,fruits of research and future challenges

Abstract

The indication by female geographers outside of Japan that, due to the original dearth of female geographers, a gender perspective had been missing from geography held true for Japan as well. In 1993, Yoshida was the first person to discuss the importance of a gender perspective in a Japanese journal of geography. Nearly 25 years have passed since its publication, and the aim of this paper is to investigate what developments have taken place in Japanese geography on gender research. As the accomplishments of feminist geography in English-speaking countries was merely ‘imported’ to Japan around 1990, there is no firm starting point of ‘feminist’ geography, which originated in women’s liberation movement of the 1970s, in the country. Rather, it can be said that Japanese geographers, regardless of sex, undertake gender geography, which does not limit a particular sex as the sole subject and/or object of research. The results of research on gender geography by men geographers began to appear from the year 2000. The use of life history method emerged as a trend in research since 2000. While there has been gradual progress in research on gender geography in Japan, the number of researchers are still by no means large. While Japanese geography has hitherto involved a one-way absorption of the fruits of overseas research on gender/feminist geographies, at least based on studies that have already accumulated in Japan, it is now necessary that Japanese study results also be communicated to overseas.     

School geography: some key issues for higher education

Abstract

Recent changes in the character and organisation of the school curriculum in England and Wales are making a direct impact on geography. Despite its place in the National Curriculum for 5–14‐year‐olds and its current popularity in public examinations at 16 + and 18 +, there are growing indications that geography may not be guaranteed security, status or quality in the long term. In particular, geography's position may be threatened in the 14–19 curriculum by its failure to be included in the statutory core, by increasing competition from vocational courses and by the possibility of further changes now proposed for the 16–19 qualification structure. There is also evidence of a growing discontinuity in content and approach between geography at school and in higher education. Threats to geography in schools are likely to have a direct impact on the supply of students to higher education and on the continuity of educational experiences. It is suggested that there needs to be a greater dialogue and joint school/higher education activity not only to ensure continuity and progression in the existing situation, but also to influence the next round of school curriculum change. Some areas for potential action are identified and these may have wider relevance to geography educators in other countries.     

Regional Journals in Geography: A Vision for the 21st Century*

Abstract

This paper (originally published in The North West Geographer, 1997, 1(1), 2–17)) contributes to the debate on journals in geography and the production of geographical knowledge by considering a hitherto neglected issue – the role of regional journals of geography. Initially, an overview is provided which considers issues such as the status of the regional journal within the discipline and its fortune relative to the changing concerns of geography in the late 20th Century. A case study of The Manchester Geographer then critically appraises this particular journal's contribution to geographical knowledge. Finally, and in conclusion, some suggestions are offered which it is believed would ensure that regional journals perform a useful and unique role in the production of geographical knowledge in the 21st Century.     

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.     

The emergence and institutionalization of feminist geography in Ghana

Abstract

The emergence and institutionalization of feminist geography in Ghana was in tandem with the global feminist movement in the 1970s and its subsequent international women’s conferences. This paper discusses the pioneering work and research at the Department of Geography and Resource Development, University of Ghana, and its effect on the institutionalization and diffusion of feminist geography in Ghana. Through research and external collaborations, the need for gender as an academic discipline was strongly argued for and instituted as an undergraduate course at the Department of Geography and Resource Development, University of Ghana. These external collaborations with other feminist geographers in international geography associations and universities served as a boost as they created opportunities for highlighting the spatial variations in the role and situation of particularly women’s lives in Ghana. Subsequently, there was a diffusion of feminist geography research and its institutionalization as an academic sub-discipline in Geography departments in other Ghanaian universities. These notwithstanding, the departments of Geography in Ghanaian universities are still dominated by male faculty members. Moreover, research work has been mainly in the field of human geography more than the physical aspects calling for the mainstreaming of gender issues in all the systematic branches of the discipline.     

Still a long way to go: gender and feminist geographies in France

Abstract

After recalling some specific elements of the French gender debate, such as French feminism, which threatens the war of the sexes and the fear of indifference, this article distinguishes three moments in the geography of gender in France. The first moment forgotten is the emergence of research on women’s work and urban mobility from a Marxist and feminist materialist perspective. The second, at odds with the first, is distinguished by an approach that is more cultural than social, an inspiration that borrows from the linguistic shift and postmodernism, and that may have its references among the English-speaking authors of radical geography and feminist geography. The last is a moment of consolidation and diversification of themes (masculinities, sexualities, the body) and approaches (queer geography, black feminism, intersectionality). The article then highlights two challenges. The first is to sustain gender by consolidating achievements, developing gender education and promoting gender mainstreaming in all aspects of research. The second is to create common ground and develop solidarity in a context of profound transformations in higher education and research.     

Mapping feminist geographies in Spain

Abstract

Based on our experience of years of research, teaching and academic administration, this text gathers reflections on the past, present and future developments of feminist geography in Spain. We first show how a gendered perspective was introduced into geography in the late eighties. We then reflect on what we call ‘the stage of consolidation’ alongside territorial inequalities at the turn of the century. And we finally present some notes what the current situation is and identify future challenges. Despite the difficulties, we offer a positive vision of a long journey that has no turning back.     

Gender and Feminist Geography in Colombia

Abstract

The article explains how gender and feminist geography as a transversal analytical category to geography have been introduced recently in Colombia. At the beginning of the XXI century, in the geography department of Universidad Nacional de Colombia, the first undergraduate thesis to focus on the relationship between gender and processes of social construction of space was presented. Since then, the contributions of geographers and researchers from a feminist geographic perspective have contributed to the feminist geographical debates from their own trajectories. The contemporary geographical landscape in Colombia is linked with the transversal debates on feminisms and gender in social sciences, social movements and Latin-American feminisms. This networks and connections allows today a diversity of themes from the deconstruction of hegemonic spatial representations in different contexts, gender and conflicts related to territory and body, to some new approaches to technologies and virtual social interactions and their connotation in the construction of non-normative spatialities.     

Searching for feminist geography in Thailand: mapping trails of inspiration

Abstract

Feminist geography in Thailand is not generally recognized in the academic landscape. Instead, feminist geography is limited to those scholars located in Women’s Studies who have a research or personal interest in the theoretical, conceptual or empirical issues taken up in feminist geography. Although the discipline of geography has been part of the Thai academy since 1935, in both the Thai Geographical Association and its flagship journal, (Geographical Journal), feminist geography has still not made significant inroads into the discipline. However, once Women’s Studies was established, and then expanded its influence, gender and feminism affected every other social science program, including Geography. Even though only a few, if any, students enrolled in feminist geography courses across Thailand, the work that did exist took on a postcolonial form. Thus the feminist geography literature that would introduce (some part of) the theories, concepts and practice of feminist geographers came through both compulsory and elective courses through a postcolonial lens. In this report, we provide a brief history of the challenges around, and progress of, feminist geography across the country through an analysis of key Thai geographical institutional shifts, journal publications and curricular offerings.     

Féministes tant qu’il le faudra! The multiple possibilities of francophone feminist geographies au Québec/Canada

Abstract

This article offers a brief overview of the development of francophone feminist geography in Canada. We begin by situating the review geographically, in order to explain our focus on francophone feminist geography produced in Québec. We then discuss the origins of feminist francophone geography in the 1980s, highlighting the central role of the student reading group, the Collectif de lecture sur l’espace et les femmes, that was formed during that period at l’Université Laval. Tracing the research trajectories of feminist geographical research since then, we argue that feminist geography has become more diverse, but ironically less visible. We conclude by highlighting the central role that graduate and undergraduate students play in pushing forward a feminist geography agenda as they demonstrate the importance of feminist politics era through their research and activism.     

Israeli feminist geography: women,gender and queer geographies

Abstract

This article charts the changing knowledges within Israeli feminist geography in the last few decades. It briefly reviews some of the topics that characterize Israeli scholarship, and in particular the ways in which the academic knowledge changed from the focus on women’s geography, to feminist and gendered analysis of spaces, to a more recent focus on sexuality and gender. We argue that it is not that one knowledge replacing others, but rather all knowledges and approaches exist simultaneously within Israeli geography today.     

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.     

Religion and relevance in human geography: Some further issues

In this paper I provide further discussion of a number of issues relating to the relevance of religion for a relevant human geography. These include the importance of a normative approach, the nature of relevant research, the implementation of research findings, and the value of a religious perspective for research in human geography and as an input to policy formulation.