Australian geography: The next 10 years (and beyond)?

Geography: Shaping Australia's Future (2018) provides a ‘strategic plan’ for geography aligned with the national research priorities, as well other key areas where Australian geographers are addressing environmental and societal challenges. To provide context, we first describe the state of geography in Australian universities. We then articulate ways forward for strengthening Australian geography—both within the discipline and how we interact externally. We describe how geography may better contribute to policy agendas, capitalising on our unique perspectives of space, place and the environment, but also highlight how we might improve these contributions through a more unified approach across human and physical geography. Third, we discuss opportunities for geographers to build the reputation of the discipline and ways to advocate for its importance in the wider academy, school curricula and community. We conclude with some preliminary suggestions on how Australian geographers may better engage and contribute to the United Nations Agenda 2030 Sustainable Development Goals.     

Is Feminist geography relevant?

Abstract

As the whole point of feminism is to empower women and girls and to improve the circumstances of their lives, most feminist geographers would claim that indeed feminist geography is — or at least aims to be — relevant; they would then hasten to point to the contradictions and ambiguities inherent in this claim: what counts as relevant and relevant to whom are complicating questions. The work of feminist geography encompasses teaching, activism and scholarship — all potentially relevant activities. In considering what counts as relevant, I discuss the difficulties of equating relevant with applied and of knowing whether or not our teaching, research and activism will turn out to be relevant. Complicating any claim to relevance is our inability to know, and lack of control over, how others will use our work. Asking ‘relevant to whom?’ points to the difficult truth that what some women view as positive change others may see as harmful to their interests; in this senserelevance is specific to particular contexts, scales and places. At the same time, relevance can enter the intricate web of global interconnections and transcend particular contexts, scales and places. Relevance itself is therefore a geographic concept. Feminist geographers struggle to hold together these sometimes contradictory geographic dimensions of relevance. I close by arguing that the growing body of feminist geography work engages with a range of social issues around the world and certainly has the potential for relevance at a variety of scales. But the relevance question will remain a complex and ambiguous one for feminist geographers.     

What future for feminist geography?

Drawing primarily on my own work, speculations are offered on a range of possible futures for feminist geography. It is suggested that the most likely trajectory is one of incorporation as feminist geography is dismissed, regarded with indifference or included within a pluralist, but basically unaltered discipline. While a contentious and depressing suggestion, an alternative trajectory is offered by a feminist geography which actively engages with other progressive developments in the discipline and creatively incorporates new developments in feminist scholarship on, for example, the body, deconstruction and post‐colonialism. A third future builds on such engagements to offer various transformations of the subject, power relations and conceptual baggage which presently constitute feminist geography, through a process of self‐reflection and critical positioning. These three trajectories of incorporation, engagement and transformation I see as simultaneously operating in my own work. Reflections on them are offered for others to consider and to stimulate debate.     

What is worth teaching in geography?

Abstract

To be efficient, geographers must teach not facts, but how to learn. This means teaching theories, methods and models, and also the languages of investigation, which include mathematical languages. These are important because some human knowledge and discourse, including growing conceptual areas in geography, cannot be translated from mathematics. Mathematical languages are tools of inquiry, the teaching of which can quickly open up new lines of thinking. Mathematical geographers can make a unique contribution to applied areas through their ability to model and clarify complex problems. An example of teaching mathematical languages is given using a simple directed connectivity matrix, which in turn can be manipulated to introduce advanced ideas. During this process, students are learning naturally about mathematical languages.     

Playful spaces? a social geography of children's play in Livingston,Scotland

It is often assumed that ‘play’ is an unproblematic category of children's activity, but consideration should be given to whether it is really an adult construction full of questionable assumptions about enjoyable activities free of stress for the children concerned. This paper offers some empirical materials to begin such a deconstruction of ‘play’ through an inquiry into the social geography of children's play in a Scottish new town. By retrieving what children think about their own play, what it entails and the spaces, places, social encounters and social variations central to it, it is possible to sketch out a social geography of children's play that, if not entirely unexpected, does suggest the ‘nature’ of play to be less certain than might commonly be supposed.     

Contact,conflict and geography: What factors shape cross-border citizen relations?

Political geographers frequently argue that European borderlands, due to geographical proximity and cross-border contact, are sites of particularly good citizen relations. However, they have not put forward any general theory of the effect of cross-border contact on perceptions. This paper shows that social psychological contact theory, if applied to borderlands studies, can uncover the factors that influence citizen relations across national borders and under what conditions.Using opinion poll data from the Czech–German border region as an example, this paper shows that the Saxon and Bavarian regions bordering the Czech Republic are areas of high interaction density. Mediator analysis is used to decompose the direct and indirect effects of geographical proximity and contact on attitudes towards the Czech neighbours.Contact in the Saxon border region produces more favourable attitudes than elsewhere in Germany. However, contact does not have the same effect in the Bavarian border region: Bavarian attitudes are less favourable than elsewhere in Germany. The paper shows that Bavarian–Czech relations are weighed down by historical stumbling blocks, notably the influence of the post-World War II expellees from Czechoslovakia who are an important political force in Bavaria. The expellees issue demonstrates the need to take into account cultural factors when applying contact theory to the borderlands context.     

Hungarian feminist geography in a curved space?

Abstract

The history of feminist geography in Hungary coincides with the 25?year-long history of Gender, Place and Culture. Authorities denied the existence of gender inequality in the era of state socialism, which was the primary obstacle to the spread of gender studies. The political changes that had occurred after 1989 had removed most obstacles, but feminist geography emerged with a delay relative to other disciplines. Its first two decades was characterised by struggles and compromises within and against the geographical discipline in order for it to win recognition. The 25?year-long history of feminist studies has, however, been completely broken by legislation proposed by the current government suggesting a ban on masters programs in gender studies. In this article, I trace the situation of feminist geography in Hungary by applying the concept ?curved space?. This concept adapted from modern physics claims that mass creates a gravitational field, i.e. it bends 4-dimensional ?spacetime?. My argument is that the situation of feminist geography in Hungary can be interpreted as an embodiment of ?curved space?. Using this analogy, I argue that the current Hungarian government has amassed such a huge amount of power that has enabled it to curve the space of feminist geographical knowledge production. It has established a quasi-dictatorship that resembles the one that impeded the evolution of gender/feminist geography in the state socialist era. Therefore, only broad-based solidarity can help create opposition to the current government’s attacks against gender studies.     

Teaching energy geography? It’s complicated

The premise of this essay is that energy geographies are complicated, and this in itself presents some pedagogical difficulties. As someone who wants students to critically examine and confront the complexity of energy systems, it can be frustrating when students react to demonstrate frustration, apathy, or even confusion. In what follows, I will lay out three complications of teaching energy geography: (1) empirical complexity, (2) confronting fossil fuel “embeddedness,” (3) the energy culture fallacy.     

Australian Democracy: Modifying Majoritarianism?

The use of the single transferable vote (STV) for Australian Senate elections since 1949 has modified the majoritarianism of Australian democracy in two ways. First, it has increased the differences between the two houses of the legislature and hence strengthened the bicameral system. Second, it has operated like a true PR (proportional representation) system, and it has therefore increased the overall proportionality of political representation at the national level. In modern democracies, PR does not have negative effects on the quality of macroeconomic policy-making-contrary to the conventional wisdom on this matter. And PR has a strong positive effect on important democratic qualities like women's representation, income equality, voter turnout, satisfaction with democracy, and the proximity of the government to the median voter.     

Can first-year undergraduate geography students do individual research?

Based on the affirmation in the scholarship of teaching and learning that adding research component into early geography classes is mutually beneficial to both instructors and students, this paper presents a case study that quantitatively articulates the effects of adding a research project into a first-year physical geography class on students’ academic performance. Pushing research into earlier stages of undergraduate students’ academics, even in large classes, can be very beneficial yet challenging because most students at this level have no experience in research; plus, they may still be adjusting to university life. Part of the Undergraduate Research Initiative called First Year Research Experience (FYRE) at the University of Saskatchewan in Canada invited faculty to embed a research component into first year undergraduate classes to align research and teaching. A two-year endeavour in a first year physical geography class resulted in some interesting outcomes. (1) The most challenging part of research for students was the research question formation. (2) Students valued the opportunity to conduct a research project. (3) Doing in-class research actually improved student performance as seen in the higher overall average grades. (4) Students who attained the highest exam marks were not those who attained the highest research project marks.