Concerns,Attitudes, and Abilities of Early-Career Geography Faculty

Professional experiences during graduate school through the first few years of an academic appointment shape patterns of work and social behavior that prefigure the long-term success of new faculty members, including prospects for tenure and promotion. We explore these experiences through interviews and surveys with a sample of early-career faculty in postsecondary American geography. Our analysis reveals that teaching is the primary source of anxiety among new professors, many of whom begin their first academic positions with little or no preparation in learning theory, course design, or pedagogy. Many new faculty members struggle to maintain healthy personal and family lives, while adjusting to unfamiliar norms of their new institutions. New professors benefit from support offered by their department chairpersons and from working in collegial environments. Among women, we found a greater sense of self-doubt about their scholarly abilities and futures despite having records comparable in accomplishment to their male peers. Many women cope with this sense of marginalization by forming supportive mentoring relationships with other women faculty on campus and through disciplinary specialty groups. Networking with colleagues on campus and at academic conferences enhances the job performance and satisfaction of all faculty members irrespective of gender. Our findings underscore the importance of examining the social, professional, and disciplinary contexts of higher education to acquire a broader understanding of faculty development. This knowledge can help departments prepare new faculty for successful and satisfying academic careers.     

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.     

Development of geography in higher education in China: departments,curricula, and faculty, 1904–1949

By extracting information from various original materials and using geography departments, curricula, and faculty as indicators, this paper contributes to the discussion of the development of geography in higher education in China from 1904 to 1949. Four mutual connections are outlined. First, the development of geography in higher education is inextricably linked to social and political changes. Second, geography in higher education during the period concerned progressed in fits and starts, which affected its distribution. Third, geography departments were split into two categories according to the type of higher educational institution, which created differences in the tasks, curricula, and faculty of these departments. Fourth, faculty were trained in both domestic and foreign universities, and Western universities made an obvious contribution to the growth of qualified academic faculty. Simultaneously, universities where qualified academic faculty were trained were centralized both in domestic and foreign aspects. The special role of geographers returning from overseas study, the particularity of geography in higher education in China, and the connection between Chinese and foreign geography are also discussed in terms of geography departments, curricula, and faculty.     

Surviving the First Time Through: A New Instructor's Views on Designing and Teaching Economic Geography and how Mentoring Early-Career Faculty Can Help

This article presents the reflections of a new instructor of economic geography in the USA. The author offers practical advice for designing and delivering a course for the first time. Suggestions are given in support of the view that sharing knowledge of effective teaching practices is an important component of mentoring early-career faculty. By producing and publishing practical examples of teaching materials, experienced faculty may assist novice instructors in balancing time spent on teaching and research. The author encourages economic geographers to contribute to the health of the sub-discipline by supporting new faculty in this manner.     

Geospatial Technologies as a Vehicle for Enhancing Graduate Education and Promoting the Value of Geography

Geospatial technologies (GSTs), such as geographic information systems, global positioning systems and remote sensing, present an avenue for expanding the already strong interdisciplinary nature of geography. This paper discusses how GSTs served as a common thread for a crosscutting faculty institute that was established to enhance graduate student teaching and learning at a comprehensive university. Results of this institute demonstrate that this effort advanced graduate education and promoted the value of geographic scholarship across the university.     

An Analysis of the “Little China” Ideology of Chosŏn Korea

The Chosŏn dynasty founded by Yi Seong-gye was closely involved in the tributary system of the Ming dynasty. Chosŏn Korea called itself “Little China” due to the following two policies: mohwa (admiring China) and sadae (serving the greater). Chosŏn Korea traced its origin back to the dongyi (Eastern Barbarians) and claimed itself the only nation that had transformed itself from “Yi” (barbarian) to “Hwa” (Chinese) in the Chinese world system. References to the sage Kija (Jizi) in moral, historical, and political writings indicated the beginning of this transformation and thus the worship of Kija was consistently implemented. The ritual and cultural systems in Chosŏn Korea imitated those of China. The policy of admiring China, Confucian thought, and the worship of Confucius comprised a significant part of the “Little China” ideology. After the Ming-Qing transition, Chosŏn Korea did not acknowledge the legitimacy of the Qing dynasty and considered itself the only and true China.     

Pedagogical declarations: feminist engagements with the teaching statement

To produce a teaching statement, current and aspiring teachers undertake the ostensibly straightforward task of putting their teaching philosophy onto paper. But upon close examination, the teaching statement – a seemingly simple object – is much more complex. The teaching statement is full of dual functions, many of which can be conceived of as working at cross-purposes. This paper draws on the teaching statement's history along with a collaborative and feminist mentorship methodology to highlight these dual functions. We discuss how teaching statements can be negotiated and inhabited from our perspective as early career scholars.     

Academic travel from Cambridge University and the formation of centres of knowledge, 1885–1954

This paper draws attention to academic travel as a key issue in the geographies of knowledge, science and higher education. Building upon recent work in science studies and geography, it is argued that academic travel reveals the wider geography of scientific work and thus of the knowledge and networks involved. By examining academic travel from Cambridge University in the period 1885 to 1954, the study clarifies its role in the development of Cambridge as a modern research university, the emergence of global knowledge centres elsewhere and the development of an Anglo-American academic hegemony in the twentieth century. Using unpublished archival data on all recorded applications for leave of absence by Cambridge University Teaching Officers, it is further explored how the global geographies of academic travel varied among different types of work, thereby exposing distinct hierarchies of spaces of knowledge production and sites of study.     

近十年中国近代政治制度史研究的回顾与思考

近十年中国近代政治制度史在研究领域扩大的同时,在取向与方法方面都发生了很大的变化,制度史不仅成为研究的内容,也成为一种研究视角与方法。近代政治制度史研究在制度变迁及其特征、制度生成机制等方面进行了一系列理论与方法的探索与创新。本文在总结近十年近代政治制度史研究成就的基础上,提出了从三个层次拓展政治制度史研究领域的建议,并就近代政治制度史的评价标准问题提出了自己的看法。     

Struggles of recognition: adverse effects of China’s living human treasures program

ABSTRACT

Heritagization processes have resulted in struggles of recognition across the globe. Scholarly work has demonstrated that determining what and whose cultural architecture, objects and practices are to be considered ‘heritage’ results in inclusion and exclusion effects which deprive some individuals, communities or ethnic groups of recognition. Many of these studies build on Western theories of recognition as developed by Axel Honneth or Nancy Fraser. However, due to the Western origin of these theories and – in most cases – application to democratic nation-states, the question arises whether Western theories of recognition can in fact be applied to non-Western authoritarian states. Taking the Chinese LHT system, the so-called ‘representative ICH Inheritor program,’ as a case study, I explore to what extent Western theories of recognition explain struggles of recognition in PR China. I argue that while these theories are useful in explaining the effects and purposes underlying struggles of recognition, authoritarian regimes like China may exacerbate struggles of recognition since their ‘institutional patterns of value recognition’ can more openly and forcefully use recognition and misrecognition as a tool to foster political and economic objectives. However, citizens respond by resigning, contesting or circumventing official decision-making processes.     

中国旅游业、旅游学和旅游规划的30年述评

改革开放30年是中国旅游业、旅游学和旅游规划发展的关键时期。无论是旅游业的转型升级,还是旅游学理论的自主创新,或者是旅游规划的演进更替,都取得了十分可喜的成绩。这其中,一些关键事件对我国旅游业、旅游学和旅游规划的发展起到了至关重要的作用。认识和分析这些重要事件,反思其在改革开放30年中的发展进程,对我国实施旅游强国战略具有重要的现实意义。     

Dreaming as a critical discourse of national belonging: China Dream,American Dream and world dream

This article explores the normative politics of national belonging through an analysis of the ‘China Dream’ and the ‘American Dream’. It traces how politicians and public intellectuals employ such slogans to highlight how national dreams emerge in times of crisis and involve a combination of aspirations and anxieties. It compares parallel rhetorical strategies – ‘patriotic worrying’ in China and the American Jeremiad in the US – to examine how belonging to these two nations involves a nostalgic longing for the past as a model for the future. Debates about the meaning of these national dreams highlight the tension between freedom and equality in the US, between the individual and the collective in China, and between longing for the true nation, and belonging in the actual nation for both countries. It concludes that while this quest for redemption through past models limits opportunities for critical discourse in China, the American Dream still contains much ‘promise’. The China Dream and the American Dream thus are, at the same time, 1) familiar expressions of nationalism and national belonging, and 2) ongoing self/Other coherence‐producing performances that help us to question received notions of nationalism and national belonging.     

观察新中国的一个视角——试析龙须沟治理与新中国形象

新中国建立以后,北京市人民政府把保障人民身体健康和治理落后地区作为施政的切入点,在百废待兴、财力有限的情况下克服众多困难,花费巨额资金治理龙须沟和进行相关建设,明显改善了居民的生活和居住环境,凸显了人民政府的新形象,赢得了人民的衷心拥护,激发了人民群众建设新国家的热情。作为新旧社会转交的象征,龙须沟治理具有长远的启示意义。     

高职学院体育教学改革中《双主互动》教学模式的探讨

传统的教学模式已不适应新时期人才培养的需求。本文探讨的"双拥互动"教学模式,其内涵是教师主导作用与学生主体作用,相互激励,相互作用。其原则是,致力于导,营造氛围,创设情景,导学民主,其实施细则是以天津高职学院体育教材为载体,通过目标教学法,兴趣教学法,测试训练法,比赛训练法而体现。其关键是,区别对待,"导"放结合,精心设计,手段巧妙。     

浅谈初中体育教学

我国目前正在全面实施素质教育,这是现阶段我国基础教育发晨和改革的总趋势。本文就中学体育教学的现状和存在弊端及改革体育教学提出一些建议,对于全面实施素质教育有着积极的现实意义。