Gender representation and participation in Dutch human geography departments

Since the beginning of the 1970s the under‐representation of women in geography has been questioned in several publications. Most articles refer to the situation in English‐speaking countries. This paper examines the vertical and horizontal gender segregation in human geography departments in Dutch universities. In spite of several policy measures to promote equal opportunity, women form only 19 per cent of all human geography faculty. In the conclusion, consequences and dilemmas related to gender representation and segregation are discussed.     

Discourse analysis in German-language human geography: integrating theory and method

In the context of various conceptual turns in German-language human geography over the past decades (e.g., linguistic, cultural, and material turns), which have been adopted largely via writings from English-language human geography, theoretical perspectives in these two academic communities have been converging. However, there are still aspects that are quite distinctive for debates in the German-language context. We argue that, for example, in the case of poststructuralist approaches, a distinct development has taken place, which emphasizes the links between theoretical, methodological, and methods-oriented empirical research, e.g., through the operationalization of linguistic methods. Following Michel Foucault's notion of ‘discourse’, these empirical analyses are often referred to as ‘discourse analyses’. This paper gives an overview of the field of discourse analysis in German-language human geography and discusses possible reasons for the different ways in which discourse theories have been emerged and developed in English-language and German-language geography. We argue that there are three developments which make ‘discourse analyses’ in the German context distinct: (1) the significance of theoretical debates on the role of the subject, (2) the intensive interdisciplinary networks within the wider context of German-language social sciences and linguistics, and (3) closely related to the second point, the strong emphasis on questions of methodical implementation.     

Emotions and affect in recent human geography

This paper seeks to examine both how emotions have been explored in emotional geography and also how affect has been understood in affectual geography. By tracing out the conceptual influences underlying emotional and affectual geography, I seek to understand both the similarities and differences between their approaches. I identify three key areas of agreement: a relational ontology that privileges fluidity; a privileging of proximity and intimacy in their accounts; and a favouring of ethnographic methods. Even so, there is a fundamental disagreement, concerning the relationship – or non-relationship – between emotions and affect. Yet, this split raises awkward questions for both approaches, about how emotions and affect are to be understood and also about their geographies. As importantly, mapping the agreements and disagreements within emotional and affectual geography helps with an exploration of the political implications of this work. I draw upon psychoanalytic geography to suggest ways of addressing certain snags in both emotional and affectual geography.     

Innovations in the afterlife of the Cold War: German-language human geography

This commentary will coalesce around two main points. First, the articles by Markus Hesse on urban geography, by Annika Mattissek and Georg Glasze on recent developments in discourse-analytic approaches, and by Ulrich Best on the genealogy of radical–Marxist or critical German-language geography all support the contention that key features of Germanophone human geography still mark it out as a ‘Cold War’ human geography. As will become clear, this contention goes well beyond noting the marginality (until recently) of radical–Marxist positions (Belina, B., Best, U., & Naumann, M. (2009). Critical geography in Germany: From exclusion to inclusion via internationalization. Social Geography, 4, 47–58). Second, I will argue that although this configuration has had real costs, including both analytic and ‘civic’ deficits, it has also allowed the development of distinctive strengths and innovative emphases in human geographic research that can and should be engaged by other sub-communities in the international discourse.     

论汉藏人文地理分界线——以河洮岷地区为中心的分析

历史时期汉藏人文地理分界线在青藏高原东北缘曾有三次较大的变动。文章论述了三次汉藏人文地理分界线的形成、摆动与稳定及其环境意义。认为,雪山(祁连山)—黄河分界线是唐蕃依据地理条件最有利原则下的一种势力范围划分;六盘山—陇山分界线是地理条件决定下的唐蕃分界线;唐蕃以后汉藏人文地理分界线的缓慢西移并最终稳定在河洮岷一线,汉藏民族的经济理性行为是其重要的影响因素。     

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.     

Beginning geography: a human and technical perspective

Abstract

A first course in human geography has been designed for majors and students from the more technical fields at university. It is built around five computer exercises, none of which require any programming or computer skills. Problems and exercises are designed to enhance carry‐over skills and humane awareness.     

Canadian studies and American geography: trends and issues

Geography is perceived to be a relevant contributing discipline within a growing Canadian studies community in the United States, and the Association of American Geographers (AAG) retains a viable Canadian Studies Specialty Group. Since the early 1990s, however, the number of American geographers affiliated with Canadian studies organizations has not significantly increased: the community of scholars remains small and geography holds a peripheral position in terms of its actual contribution to US‐based Canadian studies programs. This article documents and interprets these trends using membership data collected by prominent professional organizations in Canadian studies and geography. It also explores the question of why American geography's Canadian regional specialists are not engaging formal Canadian studies initiatives in greater numbers. The observations that emerge suggest that a diversification of research themes in Canadian studies, particularly in the realms of environmental and physical science, would both increase participation by American geographers and enhance the field's ability to address pertinent aspects of the Canadian experience. Although observations presented pertain directly to the state of Canadian studies in American geography, they may also shed light on the lack of involvement by geographers in a variety of area studies fields in the United States and elsewhere.     

Charting the development of social and cultural geography in Mainland China: voices from the inside*

This article provides an overview of the recent development of social and cultural geography in China. It discusses six major bodies of work: cultural areas, cultural diffusion and cultural integration; geographies of ethnic cultures; cultural landscape and cultural economy; place and place-based cultural politics; marginal social groups; and geographies of social injustice. Although social and cultural geography is still located on the periphery of the disciplinary landscape of Chinese human geography, it is nonetheless developing into a noteworthy field of research. We start this review by calling attention to some problems in epistemologies and analytical approaches. Social and cultural geography in China often suffers from an analytical separation between environment and culture as ontologically enclosed entities. Also, it pays insufficient attention to the mutually constitutive relations between the social and the spatial. However, more recent studies have begun to engage with constructionist/poststructuralist approaches, and develop less positivist interpretations of space, social relations and cultural meanings. This review suggests that social and cultural geography in China needs to develop broader research scopes and strengthen theoretical frameworks. It concludes by calling for constructive dialogues between Chinese and Western human geographical scholarships.     

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.     

Boundary spanning in social and cultural geography

This article situates interactions between German- and English-language social and cultural geographies since the mid-twentieth century within their wider intellectual, political and socio-economic contexts. Based on case study examples, we outline main challenges of international knowledge transfer due to nationally and linguistically structured publication cultures, differing academic paradigms and varying promotion criteria. We argue that such transfer requires formal and informal platforms for academic debate, the commitment of boundary spanners and supportive peer groups. In German-language social and cultural geography, these three aspects induced a shift from a prevalent applied research tradition in the context of the modern welfare state towards a deeper engagement with Anglophone debates about critical and post-structuralist approaches that have helped to critique the rise of neoliberal governance since the 1990s. Anglophone and especially British social and cultural geography, firmly grounded in critical and post-structuralist thought since the 1980s, are increasingly pressurized through the neoliberal corporatization of the university to develop more applied features such as research impact and students’ employability.     

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.     

Constructive comments on D Massey 'Space-time, "science" and the relationship between physical geography and human geography:rsquo;

This paper provides a discussion of Massey's (1999) account of the role of space-time in human and physical geography. Recognizing the relative (but not absolute) paucity of comment from physical geographers on questions of approach and method, the paper seeks to demonstrate three things. First, it casts a history of a narrow part of geomorphology in a similar vein to a part of human geography to demonstrate that it is possible to find strong shared characteristics in the ways in which the two subjects are being approached. This emphasizes the importance of analyses that recognize both space and time in seeking explanation in physical geography and which has important implications for: (i) the nature of laws and processes in geomorphology; and hence (ii) the interpretation of specific landforms and their histories. Second, the paper argues that much of what Massey addresses relates to the closure required to make things amenable to study, something that is characteristic of almost every type of research. This has long been acknowledged in science in general and in physical geography in particular, but is often forgotten. Third, the paper uses this consideration of closure to address the issue of the relational nature of different sorts of space-time models. Following Massey's argument that the sort of space-time model that we adopt needs to be informed by the entities that we study, the paper concludes that some of the space-time models that Massey critiques (e.g. classical Newtonian mechanics) may still be fundamental to what we do, and in no sense necessarily ahistorical.     

Ethnogeography: towards liberatory geography education

In the context of education in England, an argument is put forward that Geography, as it is conceptualised in the National Curriculum, does not connect to either primary school pupils or their teachers. Reasons for this are explored and a proposal is made for a new paradigm for primary geography: ethnogeography. This proposal parallels work on ethnomathematics, which provides a political agenda to the study of maths and itself draws from Paulo Freire's politicization and consciousness raising through adult literacy. This pattern is applied to learning in geographical education. Drawing on the findings of a recent research project, a case is argued for ethnogeography and the implications for primary Initial Teacher Education courses, learners and the curriculum in primary schools and are considered.     

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.     

Recovering the street: relocalising urban geography

This paper explores how audio walks can help learners re-experience and rethink the nature of urban geography. Urban thinking has increasingly begun to explore the city not from above, but from below; from the street rather than from the elite and in everyday rather than extraordinary ways. The intention has been to reveal the many stories, movements and people that constitute the urban fabric. Drawing on work undertaken in a third year, urban geography module at the University of South Wales, this paper examines how audio walk creation can assist students in comprehending the urban environment as a space that is rich in history, society and culture.     

Honoring Susan Hanson's 45 years in geography

The essays in this themed section honor Susan Hanson's 45 years in geography. They are written by senior academic geographers who participated in a series of panels at the Annual meeting of the Association of the American Geographers in Boston in 2008 that celebrated Susan's scholarship and her impact on the discipline of geography.     

A critical approach to discipline of human geography as an apparatus for state hegemony in Turkey

This study examines the hegemony of political power on the discipline of human geography in Turkey. Throughout the history of the country, human geography curricula have been aligned with the nationalist and hegemonic power politics of state authorities instead of being guided by universal norms, thus ignoring Turkey’s sociopolitical and cultural geography. This is reflected in the contents of human geography text books at the high school and college level. Similarly, the subjects of articles that have appeared in the 12 academic geography journals published in Turkey within the last 71 years also support this claim. The intervention of political power in the academic identity of human geography and the efforts to align human geography curricula with a certain ideological view have resulted in the emergence of apolitical geographers, who remain deaf and blind to social issues. This study analyzes the negative features of human geography education curricula and their political implications in Turkey, and proposes several recommendations.