The career aspirations and expectations of geography doctoral students: establishing academic subjectivities within a shifting landscape

The PhD forms a watershed period where candidates' professional identities are formed, and their career aspirations and expectations are developed. Yet little is known about Australian geography doctoral students' career aspirations and expectations. Drawing on findings from a 2016 survey of those students, the paper establishes that while a majority of students aspire to work in academia, many also feel quite pessimistic about their prospects of being able to do so. The paper argues that the uncertainty and anxiety that many Australian geography doctoral students feel about their future careers is the product of a wider cultural shift that is occurring in relation to the purpose of the research doctorate. Geographers need to critically engage with these changes and the academic subjectivities they are producing to ensure that, as a discipline, geography continues to make a positive contribution to the careers of the individuals who undertake these degrees.     

An interview with Anne Buttimer: an autobiographical window on geographical thought and practice 1965–2005

Anne Buttimer's 40 years of geographical publications have been influential and international in scope. She has also played an important institutional role within the International Geographical Union, culminating in her presidency 2000–2004. The relative invisibility of women's geographical work in histories of the discipline needs to be redressed and it is hoped that this interview might contribute to that wider project. After a brief biographical sketch, the bulk of the article is devoted to an (auto)biographical interview, which addresses Buttimer's work on social geography, values in geography, the humanist and phenomenological schools, the Dialogue Project, and environmental issues, as well as her own gendered career experience and perspectives on gender issues. While Buttimer does not deem herself a theoretical feminist per se, her work has shown sensitivity to gender issues through her concern for the human perspective on geographical issues and knowledge.     

How are non-geography majors motivated in a large introductory world geography course?

University students who do not declare geography as their major are at risk of poor motivation to learn in an introductory geography class. However, research exploring the role of non-majors' motivation is lacking. This study examines motivational factors impacting non-geography students' engagement and performance. The findings suggest that non-geography majors demonstrate deep engagement when they focus on mastering the content and value geography. Also, when students feel confident of learning geography, they are more likely to demonstrate a high level of achievement. The paper concludes with practical suggestions for enhancing non-geography students' motivation and engagement in an introductory geography class.     

Please mind the gap: students' perspectives of the transition in academic skills between A-level and degree-level geography

This paper explores first-year undergraduates' perceptions of the transition from studying geography at pre-university level to studying for a degree. This move is the largest step students make in their education, and the debate about it in the UK has been reignited due to the government's planned changes to A-level geography. However, missing from most of this debate is an appreciation of the way in which geography students themselves perceive their transition to university. This paper begins to rectify this absence. Using student insights, we show that their main concern is acquiring the higher level skills required for university learning.     

初论段义孚人本主义地理学思想的形成

1976年,人本主义地理学之父段义孚在《美国地理学家协会会刊》发表的论文中首次使用了"人本主义地理学"这一称法。人本主义地理学的出现由20世纪60年代末的人本主义思潮所带动,其通过关注人类自身状况而反映出与地理学学科的其他分支息息相关的各种现象,因而从属于地理学。段义孚将融合了地理学与哲学的、曾被称为"地理知识学"的学科推向一个新的高度。段义孚认为,"对生命意义的探求"是人本主义地理学的实质性核心,也是一直以来推动其进行人本主义地理学研究的动力。正如人本主义研究以人类的经验、意识以及知识为出发点,本文从人本主义视角出发,对段义孚人本主义地理学思想的形成过程进行系统化梳理。通过追溯段义孚人生经历中对其有重大影响的人物和经典著作,指出时代背景与个人经历共同促成段义孚人本主义关怀的形成。     

Uncommon Groundings: Fred B. Kniffen's Place in Current Cultural Geography

Fred Bowerman Kniffen's academic career started in the 1920s at a time when cultural geography in North America was getting underway. For more than 60 years, Kniffen played a prominent role in its formation and elaboration. His contribution centered on material cultural studies, particularly folk housing, and the patterns and processes of the diffusion of the cultural elements of ordinary people. However, Kniffen's legacy within contemporary cultural geography extends beyond these central concerns. This essay examines Kniffen's relation to mass or popular culture studies, material culture studies, Berkeley school cultural geography and the "new" cultural geography. It considers the bases for Kniffen 's appeal to a diverse following, and suggests why his contributions will not be soon outmoded.     

Abstract Cultural Landscapes

Fred B. Kniffen's career as an educator and scholar spanned more than 60 years (1929-1993). The Department of Geography and Anthropology at Louisiana State University, countless undergraduate and graduate students who had the good fortune to study under his thoughtful guidance, and American academic geography all bear an indelible imprint of Kniffen's eclectic interests, academic leadership, meticulous scholarship and innovative teaching. To generations of students, Kniffen was an exemplary role model and kindly "father figure." His students were encouraged to work in the field. As graduate advisor, he ensured that students were well versed in the history and philosophy of the discipline, as well as possessing a broad understanding of both physical geography and cultural anthropology. As an educator, perhaps his most lasting contribution was the work ethic and genuine love and enthusiasm for geography that he imparted to students.     

Reassessing Kant's geography

This article offers a critical reassessment of Immanuel Kant's lectures on Physische Geographie and his contribution to geographical thought more generally. There are a number of reasons why this reassessment is needed: the lectures are finally about to be published in English translation; careful philological work in German has exposed how corrupted the standard text of the lectures is; and philosophers are finally beginning to critically integrate an understanding of the Geography into their overall assessment of Kant's work. English speaking geographers will therefore soon have access to the lectures in a way that they have not done before, but they need to be aware both of the problems of the edition being translated and the work philosophers have undertaken on their situation in Kant's work and their impact. More broadly, the reassessment requires us to reconsider the position Kant occupies in the discipline of geography as a whole. The article examines the history of the lectures and their publication in some detail; discusses Kant's purpose in giving them; and looks at the way in which he structured geographical knowledge and understood its relation to history and philosophy. In terms of the broader focus particular attention is given to the topics of race and space. While these lectures are undoubtedly of largely historical interest, it is for precisely that reason that an examination of them and Kant's thought more generally is of relevance today to the history of the discipline of geography.     

Quotidian geographies: placing feminism

We discuss Susan Hanson's contributions to geography during the 1970s and 1980s through the lens of quotidian geographies, geographies of the everyday. Beginning from our own experiences as graduate students and new faculty members, we describe the social and theoretical context in which Susan published her initial studies of men's and women's activity patterns that examined gender differences in travel behavior and their origins in men's and women's different household responsibilities. We also review her success peopling the discipline of geography. We conclude that human geography has benefited from the incorporation of feminist theory and methods as Susan predicted.     

The Relationship Between Teaching and Research in Australian Geography

This paper considers how higher education geography is a discipline that can make a significant contribution to addressing inequality and engaging with the agenda for social change. It adopts the view that the teaching of geography can promote social transformation through the development of knowledge, skills and values in students that encourage social justice and equity. The paper explores how teaching about social transformation is closely interlinked with teaching for social transformation and considers some of the pedagogical approaches that might be used to achieve these. It considers how the lack of diversity of higher education geography teachers impacts on these issues before moving on to consider how the nature of different higher education systems supports or constrains geographers' abilities to teach for social transformation. Finally, the paper ends by asking individuals and geography departments to consider their commitment to teaching for social transformation.     

Graduate attribute attainment in a multi-level undergraduate geography course

We investigated students' perceptions of graduate attributes in a multi-level (second and third year) geography course. A case study with mixed methodology was employed, with data collected through focus groups and a survey. We found that undergraduate geography students can identify the skills, knowledge and attributes that are developed through a multi-level course programme, and that these broadly align with the stated graduate attributes of the discipline. Moreover, there was evidence of progressive development of graduate attributes between second and third year students. The results suggest that peer-to-peer learning can play an important role within this multi-level learning environment.     

Composing our careers: Susan Hanson's contributions to geography and geographers

Susan Hanson's career exemplifies the notion that our lives are compositions rather than predictable, linear trajectories. In this essay I argue that Susan's career is an empowering example of a collage of woven-together life experiences, substantive research interests, feminist values and progressive professional practices. I illustrate these ideas through three compositions that I trace throughout Susan's career: networking gender; caring geography; and reproducing geography. Susan's work connects and validates the diverse elements of our lives through her scholarship, her commitment to feminist values and her disciplinary leadership.     

Video annotation software application for thorough collaborative assessment of and feedback on microteaching lessons in geography education

This article discusses the process and findings of a study in which video annotation (VideoANT) and a learning management system (LMS) were implemented together in the microteaching lessons of fourth-year geography student teachers. The aim was to ensure adequate assessment of and feedback for each student, since these aspects are, in general, a shortcoming of micro-lesson facilitation. VideoANT is an online environment synchronizing web-based video application with timeline-based text annotations, and it was imported into and managed in the university's LMS called eFundi. The web videos of the geography students' micro-lessons on VideoANT were made accessible by the lecturer according to a rotational time schedule managed in eFundi. This enabled students to assess fellow students' micro-lessons in a collaborative blended learning environment and to receive feedback on their own lessons. Qualitative as well as quantitative data were collected, and the results indicate that geography student teachers held positive views of these technology applications for geography microteaching in particular and for their teaching training in general.     

“Academic War” over Geography? Death of Human Geography at the Australian National University

This article analyses how neoliberal economic policies decide what particular aspects of knowledge are valuable and what are not, and who might be the true holder of that knowledge within the tertiary education system. This assessment leads to some disciplines being seen as less valuable to the system. It argues that the more recent “academic wars” in geography are over the very concept of the university and its role in the contemporary society, what comprises useful knowledge, and who comprises the authoritative figure in the production and distribution of that knowledge. Gender of the geographer therefore becomes a crucial element that determines “authority” in the production of geographical knowledge. To substantiate this argument, the paper takes up the important task of analysing the complex career trajectory of geography within the Australian National University (ANU), the department that was gradually reduced leading eventually to its unfortunate closure in 2009.     

Experimenting with Active Learning in Geography: Dispelling the Myths that Perpetuate Resistance

While some geographers have embraced active learning as a means to engage students in a course, many others stick to conventional teaching methods. They are often deterred by suggestions that it can be difficult to implement active learning where students have no prior knowledge of a subject, that active learning requires too much work of lecturers and students, and that there are significant institutional constraints to implementing active learning. In this article the authors draw on their experiences of utilizing active learning in five different countries before dispelling myths which continue to constrain the uptake of active learning methods. Finally, they provide simple guidelines for successful integration of active learning in geography courses.     

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.     

我国中学人文——经济地理教育的演变

本文由以下五个方面阐述了我国中学人文-经济地理教育的演变:1.课程设置的变化;2.人地关系理论思维的转变;3.知识结构的变化;4.思想品德教育的深化:5.教学思想的转变。主要变化是课程设置不单独开设人文-经济地理课程,而将其内容与自然地理综合到区域地理和系统地理之中,以人地关系协调论的观点指导课程和教材;以环境、资源、人口问题为中心组织区域地理和系统地理的教学内容,加强爱国主义、国情教育、国际意识、环境意识、全球观念的思想教育;注意发展学生的智力和能力。     

Co-learning: Re-linking Research and Teaching in Geography

Focusing on Digital Worlds, a first-year geography blended learning course at the University of Auckland, this paper gives voice to the students, examining how they perceived e-learning versus traditional learning mechanisms; how e-learning mechanisms have affected their learning behaviour; and why certain e-learning mechanisms offered in the course were more appealing than others. It demonstrates that students' views are determined by their individual learning styles and how they perceive the university experience. Information and communication technologies were recognized to provide complementary learning benefits, especially when other factors inhibited learning, but traditional mechanisms such as lectures were still greatly valued.