Geography’s Emerging Cross‐Disciplinary Links: Process,Causes, Outcomes and Challenges

In Australian universities the discipline of Geography has been the pace‐setter in forging cross‐disciplinary links to create multidisciplinary departments and schools, well ahead of other disciplines in humanities, social sciences and sciences, and also to a greater extent than in comparable overseas university systems. Details on all cross‐disciplinary links and on immediate outcomes have been obtained by surveys of all heads of departments/schools with undergraduate Geography programs. These programs have traced their own distinctive trajectories, with ramifying links to cognate fields of enquiry, achieved through mergers, transfers, internal initiatives and, more recently, faculty‐wide restructuring to create supradisciplinary schools. Geography’s ‘exceptionalism’ has proved short‐lived. Disciplinary flux is now extending more widely within Australian universities, driven by a variety of internal and external forces, including: intellectual questioning and new ways of constituting knowledge; technological change and the information revolution; the growth of instrumentalism and credentialism, and managerialism and entre‐preneurial imperatives; reinforced by a powerful budgetary squeeze. Geographers are proving highly adaptive in pursuit of cross‐disciplinary connections, offering analytical tools and selected disciplinary insights useful to non‐geographers. However, this may be at cost to undergraduate programs focussing on Geography’s intellectual core. Whereas formerly Geography had high reproductive capacity but low instrumental value it may now be in a phase of enhanced utility but perilously low reproductive capacity.     

地理学学科研究的科学社会学视角——重新审视约翰斯顿《地理学与地理学家》一书

约翰斯顿(R J Johnston)所著《地理学与地理学家》一书既是一本关于英美现、当代人文地理学的学科史著作和科学哲学著作,又是人文地理学的科学社会学著作。前两种价值已得到公认。本文从作者写作目的、写作内容、论述的问题、内容结构、地理学史或地理学思想史中的科学社会学视角五个方面来重新审视该书对地理学本身研究的科学社会学视角。与已有的经典地理学史及其思想史著作相比,该书是当前唯一的将学科史、学科的科学哲学、学科的科学社会学三种视角结合起来来考察人文地理学本身的著作,也是当前唯一一本以科学社会学的视角成为全书基本主线之一的人文地理学理论著作。     

Geography and Environmental Studies in Australia: Symbiosis for Survival in the 21st Century?

This paper presents the results of a detailed survey into the reasons for the spate of mergers between Geography and Environment Studies that took place in Australian universities from 1989 to 1999. The results, from a 1998 survey, suggest that the development of a symbiotic relationship between the two areas of study is merely a veneer masking a complexity of underlying factors. These include financial reasons, internal university politics, staff changes and mobility, and only in some cases, a genuine academic rationale for a merger. The paper concludes that the superficial appearance of a symbiosis between Geography and Environment Studies generally masks an opportunistic pragmatism which is very site specific in its complexity. The result has been a series of departmental mergers which, although providing a firmer financial footing, raise questions about the academic implications for the development of both study areas as we move into the third millennium.     

W(h)ither Development Geography in Australia?

This paper explores the changing focus and role of development geography in Australian university teaching and research. It is based primarily on interviews with Emeritus Professors Harold Brookfield and David Lea and Professor John Connell, which were conducted as part of the Institute of Australian Geographers’ Millennium Project on Geography and Geographers. Drawing on the collective wisdom of these geographers, the evolution and characteristics of development geography in Australia and the reasons for its past strength are outlined. Additionally, the contributions made by this branch of the discipline to Geography are described, reasons for the parlous state of development geography in Australia today are presented and a number of issues related to its future survival are raised. The paper argues that, for the discipline of Geography in Australia to retain social relevance, a continuing focus on global inequality and its impacts at the local scale is essential.     

对西方应用地理学哲学基础的若干思考

以著名人文地理学家R.J.Johston教授《论人文地理学》的思想为基础,探讨了西方应用地理学哲学基础的若干问题;基于经验主义,释经学和唯实论科学的三种应用地理学,有其自身的定义、思想意识和研究体系,统一的应用地理学是不存在的,它取决于地理学家的选择.     

Cross‐Disciplinarity in Australian Geography Presidential Address to the Institute of Australian Geographers’ Conference,Melbourne, July 20071

The disciplinary space that geographers conceive to be theirs has all been previously possessed, or latterly colonised, by other disciplines. Geographers defend their existence on the basis of their oft‐asserted, but never tested, cross‐disciplinarity. The journals in which refereed papers were published by members of the Institute of Australian Geographers (IAG) and the papers in Australian Geographical Studies were analysed for the period 1998–2002 to test the hypothesis of cross‐disciplinarity in both subject and method. IAG members do strongly tend to publish in more than one disciplinary area, and a large proportion of papers in Australian Geographical Studies are integrative across subdisciplines in geography, with many using more than one methodological approach. However, transgression of the physical geography/human geography divide was sufficiently uncommon to create a statistical break between sets of subdisciplines. Based on the data used in the present paper, Australian geographers can make a case for being members of a vital, integrative discipline, likely to make substantial advances in the hybrid spaces.     

(Education for) Sustainable Development in Geography Education: review and outlook from a perspective of Germany

Nearly 15 years after the Rio Conference and 10 years after the Lucerne Declaration on Geographical Education for Sustainable Development we are interested to what extent the goals of this declaration have been implemented? What role does Geography play in Education for Sustainable Development in higher education? We analyzed the modules of 107 degree programs with Geography as a degree major or as a teacher training subject at 55 German universities, technical colleges and universities of education. We conducted a quantitative text analysis in which we searched the key words “Sustainability”, “Sustainable Development”, “Education for Sustainable Development” and “Nature-Society Studies” in the Module Regulations. Our data indicate great heterogeneity between the degree programs. The key words were predominantly found in majors in “Human Geography”, “Geography” and teacher training programs for “academic high schools”. Aspects of the results considered in the paper include: (a) differences in the orientation of degree programs, (b) varying degree of implementation in the modules, (c) different conceptual understanding of the principles of sustainability, (d) the extent to which concepts of Environmental Education and Education for Sustainable Development are mixed, (e) heterogeneity between mandatory courses and electives.     

Maria's Burden: Contract Cleaning and the Crisis of Social Reproduction in Post‐apartheid South Africa

The life of Maria Dlamini, a contract cleaner at the University of the Witwatersrand, is used to explore continuities and discontinuities between the apartheid labour regime and the neoliberal, post‐apartheid order in South Africa. As South African institutions have adopted neoliberal market strategies, the growth in the contracting‐out of cleaning has intensified work and reduced wages and benefits for many workers. Significantly, as was the case with the migrant labor system under apartheid, it has also increasingly displaced the burden of social reproduction onto the households and communities of the working poor. Whereas the racial spatial order under apartheid was dictated by national‐level political decisions, through use of the concept of “boundary drawing”, we show how the language of the market justifies new exclusions based upon the micro‐politics of the “rational” restructuring of institutions such as universities.     

Book Reviews

Books reviewed:
Andrew Herod, Labour Geographies — Workers and the Landscapes of Capitalism
Mona Domosh and Joni Seager, Putting Women in Place. Feminist Geographers Make Sense of the World
J.P. Sing and M. Khan, Mythical Space, Cosmology and Landscape. Towards a Cultural Geography of India
Kevin Cox, Political Geography: Territory, State and Society     

Belonging to Bad: Ambiguity,Parramatta Girls and the Parramatta Girls Home

From 1887 to 1974, ‘corrupt’ adolescent girls were incarcerated in Parramatta Girls Home, a New South Wales state government facility charged with their ‘care and protection’. This paper examines the experiences of former inmates of Parramatta Girls Home (PGH) and explores their ongoing connections to the Home. Using the narratives of former inmates and submissions to public inquiries, the relationship that these women have with the Home and each other is explored. There is a strong thread of connection to place amongst former inmates, with their identity as ‘Parra girls’ shaping aspects of their post‐incarceration lives. For those women who were incarcerated at PGH, the connection to people and place focuses on the Home and is a powerful influence on their subsequent experiences of security and belonging.     

Fieldwork@40: fieldwork in geography higher education

ABSTRACT

Fieldwork is the most powerful learning invitation in the toolkit of Geographical Education. This review of papers in The Journal of Geography in Higher Education (JGHE) suggests seven modes in the development of fieldwork. These are arrayed as a kind of historical, perhaps evolutionary, sequence but most remain current in Geography fieldwork practice. At the far end (1960s) of the sequence are didactic modes that are teacher centred and use the field as an adjunct to the classroom, in the middle (1990s) are modes that involve active learning and focus on the development of students as investigators and at the near end (2010s) are those that centred on the field study area and its qualities, that involve concern about the ethics of student engagement and that employ blended learning technologies. The review charts the JGHE’s gradual shift away from its original, almost exclusively, UK-focus toward something rather more international and inclusive. Fieldwork is where Geographers learn “from doing” Geography to “do” Geography. Its special attributes include providing experiential, sometimes transformative, learning through the immersion of the learner in the field experience. In 40 years, JGHE has helped Geography Fieldwork move from the margins of the curriculum to its current place at its core.     

Transitions in U.S. Higher Education: implications for geography learning

In the United States, higher education institutions and structures governing higher education are going through dramatic change. The implications of new technology and changing modes of course structure, and evolving federal and state policies have the potential for significant impact on higher education. The historic federal mandates regarding university systems, including land-grants, and renewal of the U.S. Higher Education Act, for example, have impacts related to higher education regulations, performance expectations, accreditation, and student success. In addition, there are new research questions related to student learning. Several of the key themes impacting higher education also have implications and expectations for university geography programs. Geographers and geography programs in many universities are contributing toward addressing these changes in ways that contribute toward programs and universities that are more committed to new learning paradigms, as well as curricula that enhance engagement, concepts of sustainability, innovation, entrepreneurship, and efforts at more integrated scholarship, among others.     

Internationalization as a challenge for geographical education in Poland: experience of a new postgraduate study “cultural industries in the development policies of cities and regions”

For many years internationalization has not been a strong point of geographical education in post-socialist countries, including Poland. Therefore, all attempts at intensifying it are a real challenge and good practices deserve dissemination. This paper seeks to present the organizational and programme assumptions of a new field of postgraduate study called Cultural industries in the development policies of cities and regions, (Project supported by the European Social Fund under the Human Capital Operational Programme in the years 2013–2015 (Priority IV: Tertiary Education and Science, Measure 4.3: Enhancing the didactic potential of universities in areas of key importance for the Europe 2020 Strategy. UDA-POKL.04.03.00–00-152/12–00).) developed by the staff of the Institute of Socio-Economic Geography and Spatial Management of Adam Mickiewicz University in Poznań (Poland) as a didactic innovation, based on a modular system of education offering wide internationalization possibilities. The analysis focuses on experiences connected with this process. They include classes prepared in cooperation with visiting professors and practitioners from eight universities and European institutions as well as week-long practical placements in Brussels, arranged thanks to a network of experts and institutions specifically established for this purpose. The results obtained help to formulate conclusions and recommendations for higher schools interested in adopting this kind of good practices connected with the development of geographical education.     

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.     

From Utopia to reality: Plaid Cymru and Europe†

ABSTRACT. This paper traces the evolution of Plaid Cymru's attitude towards Europe. It does so by focusing in turn on: the place of Europe in the ideas of Saunders Lewis, the dominant figure in the party between its foundation in 1924/25 and 1945; the more ‘northern’ or Nordic vision of Europe that gripped the party in the post ‐ World War II era; and the waxing and waning of the party's most EU‐enthusiastic phase between the mid ‐ 1980s and the present day. By adopting a longer timeframe than is normally the case, the paper argues that Europe has played a wider role in the thinking of the party than is often conceded; a role that was not at all or only tangentially related to actually existing institutions. The paper goes on to argue that it was in part the chastening impact of Plaid Cymru's eventual exposure to actually existing European institutions that led the party in 2003 to abandon its utopian commitment to a post‐sovereign Europe in favour of an explicit commitment to ‘independence’ as its long‐term aim.     

Metropolitan Colonisation and the Reinvention of Place: Class Polarisation along the Cessnock‐Pokolbin Fault‐Line

This paper examines the emergence of a sharply delineated socioeconomic and sociocultural fault‐line between Cessnock's former coal towns and the immediately adjacent Hunter Valley Wine Country, centred on Pokolbin. We provide evidence that divergent culturally‐related class identities act as mutually reinforcing constraints on reciprocity between job‐deficit former coal towns and the job‐surplus wine country. We relate this to a consideration of time‐space dimensions in the interdependencies between the class and place identities of Cessnock and Pokolbin. These identities have been influenced by metropolitan colonisation, with the markedly differentiated absorption of these two locales into the enlarged metropolitan population‐work‐welfare‐housing‐leisure agglomeration. Further, we propose that the former coal towns and the wine country can both be seen as place‐specific representations of wider class‐related changes within Australian society. Our interpretations are founded on three current research directions: first, the role of culture as a critical intervening variable in class identities and actions; second, the current flux in class formations, most notably the loss of self‐identity and solidarity in the working class and the emergence of a new middle‐class sector dedicated to self‐realisation and self‐fulfilment; and third, recognition of class formation as a geographical process.     

Die Apotheke als Forschungsstätte

From the beginning, next to their essential function of preparing drugs pharmacies also served as educational institutions, in particular for the instruction of their own rising generation. Especially between 1750 and 1850 pharmacies in addition were engaged in scientific research. It were basically experimental‐analytic chemistry and after 1800 mainly phytochemistry which inspired numerous apothecaries to do corresponding work in their laboratories. For many of those scientifically ambitious pharmacists, however, pharmacies were merely a starting point in their professional career. More or less rapidly, they turned to other places of activity which were organizationally, socially, and intellectually of higher standards (e.g. academies or universities). There, they were better able to realize their research interests frequently roused and shaped in the pharmacies. When around 1850 chemistry as an autonomous discipline definitely was established at the universities and competition became increasingly apparent through the rising chemical industry, the former meaning and function of pharmacies as places of scientific research disappeared more and more and was completely lost about 1900.     

‘The Sun Always Shines in Perth’: a Post‐Colonial Geography of Identity,Memory and Place

In this paper I explore some of the textual possibilities of post‐colonial geography. Using the conceptual tool of place as a palimpsest, I trace some geographies of memory across selected colonial and post‐colonial texts. By focusing on the relationship between representations of ‘sunny Perth’ and ‘Nyungah Perth’, I tease out some of the more general theoretical issues which pertain to a politics of place and space within this (post)colonial Australian context. The nexus of memory, place and cultural identity is central to my analysis. I give particular attention to the ways in which cultural memories are inscribed in some very specific and very ordinary places, and how these places become site‐markers of the remembering process and of identity itself.     

South African University history: a historiographical overview

University history has traditionally been the domain of the commemorative publication which presented institutions in a very favourable light, full of the boasts of growth and achievement. In considering university histories, it is useful to examine this traditional approach as well as more recent scholarly developments in the study of the history of institutions of higher learning internationally. In South Africa, most universities have some form of published history, although these vary greatly in scope, depth and critical approach. This article briefly considers volumes produced on South African universities and their past in the twentieth and early twenty-first centuries. Trends and approaches evident in this wide variety of publications are highlighted. Questions such as the choice of moments of origin and commemoration, the effect of Apartheid on the retelling of the past and the use of either an autobiographical or a collaborative approach are considered. The comparative lack of histories of former ‘non-white’ universities is also explored, while the predominance of interest in matters of institutional identity in the post-Apartheid context is highlighted.     

中国社会地理学发展综述

在中国人文地理学众多分支学科中,社会地理学属于发展较慢的一个分支,但近年来出现了较快的发展势头,研究内容日益广泛,研究人员对社会地理学的诸多领域开展了研究,包括:
1.社会地理学的性质与内容。在吸收西方社会地理学成果的基础上,结合中国实际,认为要重点研究社会集团的空间活动,也有人认为要研究社会集团、社会文化、社会生态、社会问题。
2.社区地理研究。主要内容包括社区地理的理论、城市社会区域的划分、农村社区、社会集团等方面的研究。
3.社会问题的研究。主要有犯罪现象、贫困问题等。
随着人文地理学在中国的全面复兴,地理学出现了明显的人文化、社会化趋向,人文地理工作者从原先注重经济活动转而关注社会问题,特别是进入九十年代以来,社会转型加快,社会问题愈加突出地显现出来,迫切需要建立中国的社会地理学理论体系,加强对现实社会问题的研究,开拓新的研究领域,如生活水平与生活方式、生活空间、社会变迁等,为我国制定有关方针政策提供依据。