20世纪中国历史地理研究若干进展

以探讨未来中国历史地理学在国际全球变化与可持续发展研究中的作用为目的, 根据近半个多世纪中国历史地理学的相关研究成果, 对20世纪中国历史地理学研究的若干进展进行了简要回顾。内容涉及: ①历代疆域政区研究与历史地图的编制; ②历史气候与自然灾害研究; ③历史时期地表过程研究; ④中华文明起源与发展研究;⑤区域综合与重大历史事件研究; ⑥历史时期人地关系与适应模式研究; ⑦基础资料的积累与新技术应用等 7 个方面。除上述进展外, 中国历史地理学还建立了一套独具特色的研究方法, 构筑了较为完善的学科体系, 并培养了一代又一代的学术继承人和学科带头人。     

从历史地理看徽商的兴衰

多山少地的生存环境、俭朴的生活、商业中的诚信、儒家思想的影响,对徽商的形成和发展或许都起过作用,但对徽商这样一个商业群体来说,决定性的因素还是商品和市场.从历史地理的角度看,即根据当时的地理环境加以考察,徽商充分利用地理优势,稳定占有以长江三角洲为主的市场,经营的商品也摆脱了原籍的局限.与政治权力的结合使徽商获得食盐营销的特权,并以此迅速致富.徽商的最终衰落也在于市场的丧失和商品落后.     

eBay and research in historical geography

The electronic trading forum eBay presents fascinating but under-examined possibilities for research in historical geography. With literally millions of items for sale and millions of users participating in on-line auctions there seems little limit to what one might find. In this essay, three authors briefly trace the history of auctions and of eBay, before explaining how eBay works, and then describing some of the ways that buying (or not buying) research materials on eBay has changed the ways that we think about our work. We further explore some of the implications—empirical, theoretical, methodological and ethical—that the availability of such items to the highest bidder presents, address some of the consequences for the socially constructed and place-specific nature of value that on-line auctioning reveals, and ponder some of the implications of this for contemporary consumption.     

Counterfactual reasoning and method in historical geography

This paper connects philosophical debate concerning the metaphysics and epistemology of counterfactuals to the methodological concerns of historical geography. It argues that counterfactual claims are implied by a wide range of common epistemic judgements, specifically those regarding evidential support and explanatory connection. In addition it argues against those who have sought to restrict the use of counterfactuals to, in particular, rational action, or systems that are inherently chancy. Rather it argues in favour of an expanded role for counterfactual method in history and geography, in the forms of imaginary experiments and the questioning of ‘what might have been’.     

Exploring cultural geography field course using story maps

This article explores the use of Story Maps in a cultural geography field course that uses a place-based approach to understand the Delta Blue’s culture. In this study, Story Maps was used to capture and map student experiences as they engaged in a field study. Student experiences are captured by incorporating different data mediums such as narratives, personal reflections, digital photos, videos and website. Such a project has the potential to challenge students to work collectively and present a coherent story of their field experiences. This, in turn, can be used to improve the design and experience of a field course. The study demonstrates that the availability of simple web-based mapping platform such as Story maps provides students the ability to harness technology to create geocoded narratives, visual representations and spatial documentation to map their field course experience.     

Cultural geography and the inner dimensions of the quest for knowledge

In North American cultural geography, intellectual curiosity has motivated most scholarship directed to learning about the world. Two aspects of that curiosity, epistemic inquisitiveness and wonder, work together to drive the pursuit of knowledge that has the potential to reach an ecstatic consciousness. A great exemplar of intellectual curiosity as a powerful motivational force was Carl O. Sauer (1889–1975), who considered pure inquiry based on intrinsic interest as the foundation of geographical scholarship. That research can also have a euphoric dimension is described in three vignettes of past projects in Highland Peru, the Mascarene Archipelago, and equatorial Brazil, which make explicit how wanting to know and wondering about what might be known prompt ideas and drive them forward. With introspection, cultural geographers are in a position to inform the discipline about how scholarship that conjoins thought and feeling can lead to an understanding of motivation and an appreciation of the intellectual virtues and peak experiences that accrue from scholarly endeavor. To do that requires a willingness to get beyond the reticence that has kept the affective dimension out of research reports.     

The historical geography of 1 Kings 9:11–14

ABSTRACT

1 Kings 9:11–14 relates Solomon’s sale of the land of Cabul to Hiram, king of Tyre. Commentaries and studies on this pericope have dealt with its linguistic and historical aspects without reaching consensus on where this land was, what the term ‘Cabul’ actually means, or even whether these verses preserve an actual historic event from the 10th century BCE. This article addresses these issues through a more systematic presentation of the archaeological remains and geographic realities in the Galilee, and in so doing, offers a more contextually derived understanding of the events recorded in 1 Kgs 9:11–14 than has heretofore been offered.     

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.     

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.     

Teaching Indigenous geography in a neo-colonial world

Australian universities are increasingly embedding Indigenous content and perspectives within curriculum to promote Indigenous cultural competency. We present teaching challenges in an Indigenous geography course designed to present an engaged, intercultural learning experience. We critically reflect on student evaluations, informal discussions and observations to complement scholarly debates. Course design and delivery was seen as stimulating and illuminating in terms of course content. While diversity of student cohorts, backgrounds and learning styles remain challenging, the romanticism of some students can override critical engagement with the geographical context of the course material and their positionality. There remains a tendency in both student constructions and the geographical literature to create an Indigenous/non-Indigenous binary that not only essentializes both, but can be culturally unsafe for Indigenous students. Both Indigenous and non-Indigenous students may share a sense of pessimism in confronting apparently unstoppable development and environmental destruction. We argue for scholarship around the fundamentally intercultural nature of coexistence to contextualize the spatial diversity of Indigenous lives in landscapes, currently obscured by dominant constructions of Indigeneity. Critical reflection on settler educators’ and learners’ positionalities with respect to neocolonial structures will help to transcend both essentialism and pessimism.     

Telling small stories: spaces of knowledge and the practice of geography

This article examines how the practice of learning geography, and the arenas in which knowledge-making takes place, can be usefully positioned within changing histories of the discipline. It contends that networks of action – understood through the intersection of social sites, subjects and sources – present a conceptual framework and narrative focus for the re-consideration of specific episodes from geography's past. The interventions made here are informed and illustrated by a 'small story' about the doing of geography. Based on different personal accounts, the story revives a series of events, encounters, dialogues and images dating back to the winter of 1951 at Glenmore Lodge, Scotland. This educational institution in the Cairngorm mountains offered children from urban areas the opportunity to learn field studies and the skills of 'outdoor citizenship'. Initially, the focus falls on Margaret Jack, a 14-year-old field-course participant. Her learning experiences are traced through personal letters, a diary and a field journal dating from that time, and her recent recollections of this event. Margaret's account dovetails with the story of her field studies instructor, Robin Murray. Robin's role is traced through his learning experiences as a geography undergraduate at Aberdeen University, and the recent recollections of Catriona Murray, his wife.     

International geography field courses: practices and challenges

Abstract

This paper introduces a special issue of the Journal of Geography in Higher Education on the practices and challenges associated with taking undergraduate geography students abroad on field courses. I argue that geography is positioned to benefit from both the internationalization of higher education and the demand by students for global experiences. The papers in this special issue focus on three aspects of international field courses: curriculum design and international partnerships, student engagement during short-duration field courses, and how encounters with place can be aided through reflection and play. I conclude with suggestions for future research on international field courses.     

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。     

Feminist historical geographies: doing and being

Abstract

As part of GPC’s 25-year anniversary celebrations, this article explores possibilities and prospects for feminist historical geographies and geographers. Here I define feminist historical geography as scholarship which asks geographical questions of historical material and is informed by feminist theories, approaches and methodologies. Its empirical subject matter is necessarily expansive and diverse, but often has a particular focus on the lives of women and other marginalized groups, and on the ways gender and space were co-constituted. This essay interrogates recent developments within this broad terrain, specifically articles and books published in the period from around 2000 onwards and either appearing in geography journals or written by those self-identifying as geographers. The main exception is work by historians and archaeologists interested in gender, space and place, which is cited here in an attempt to open up new research directions for feminist historical geographers. In what follows, we shuttle across spaces and between scales, roaming from the sites of empire to the intimate geographies of the home, from landscapes and buildings to personal possessions like clothes and letters. Doing so is a deliberate act intended both to demonstrate the liveliness of feminist historical geographies broadly conceived and to counter hierarchical readings of space, society and history with their inherent danger of privileging the public over the private, and the exceptional over the everyday and mundane.     

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.     

The Interview Hurdle to Postgraduate Studies and the Job Market

Abstract

This paper explores the educational value of a rural trail—a field visit on foot—using as an example a trail in a small area of countryside near Lancaster in northern England. This trail provides those teaching rural geography in higher education with a means of developing their students’ skills of informed observation and interpretation of field evidence based on study and discussion on‐site. A trail can enhance the appreciation and teaching of conceptual matters such as cultural approaches to rural geography. It also encourages the integration of diverse theoretical approaches to rural studies (based on culture, planning and management) and the simultaneous consideration by students of both local (often personal) details and national (or even global) pressures for change. The paper concludes that the rural trail has considerable pedagogical and academic merit for rural geographers.     

‘Taken captive by the mystery of the Great River’: towards an historical geography of British geography and Atlantic slavery

By examining the case of James MacQueen (1778–1870), this paper initiates a research agenda that contributes to what David N. Livingstone has argued remains the most pressing task for historians of geography: to write ‘the historical geography of geography’. Born in Scotland in 1778, MacQueen was one of the many ‘arm-chair’ geographers whose efforts at synthesising contemporary and historical sources were a significant feature of the encounter between Europe and the rest of the world. Indeed, although he never visited Africa, his speculations about the course and termination of the River Niger turned out to be broadly correct. What makes MacQueen a particularly significant figure was the original source of his theory: enslaved Africans in a Caribbean plantation-colony. In this light, a remark that MacQueen's imagination was ‘taken captive by the mystery of the Great River’ carries a dark double-meaning, because ‘captive’ knowledge was the very source of MacQueen's interest in African geography. Beginning with MacQueen's time in Grenada, the paper explores a series of personal relations, textual traces and West African ethno-histories to reveal how his geographical knowledge and expertise were bound up with Atlantic slavery. This shows not only how the colonial economy, centred on the Caribbean, underwrote the production of geographical knowledge about Africa, but also how British geographical discourse and practice might be probed for traces of Atlantic slavery and enslaved African lives. More generally, the case of James MacQueen illuminates a broader field of relationships between Atlantic slavery, West African exploration, and the development of modern British geography in the late eighteenth and first half of the nineteenth centuries. Examining these relationships is key to writing a ‘historical geography of British geography and Atlantic slavery’ and contributes to postcolonial histories of the discipline by revealing the tangled relationships that bound geography and slavery, knowledge and subjugation, that which ‘captivates’ and those held ‘captive’.     

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.     

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.