Book reviews

Dynamique de l'espace français et aménagement du territoire. (The Dynamics of French Space and Spatial Planning), Michel Rochefort. Paris: L'Harmattan, 1995, 138 pp, £15.00, ISBN 2 7384 3338 3

Urban Process and Power. Peter Ambrose. London and New York: Routledge, 1994, 245 pp, £12.00 pb, ISBN 1 415 00850 6; £40.00 hb, ISBN 0 415 00850 4

Transport Systems, Policy and Planning: a Geographical Approach. R. Tolley and B. Turton. Harlow: Longman, 1995, xviii + 401 pp, £20.99 pb, ISBN 0 582 00562 0

Transport Policy—Ways into Europe's Future (Strategies and Options for the Future of Europe: Basic Findings 8). K. Button, with contributions by W. Weidenfeld, G. Wolfgang Heinze, H. H. Kill, R. Münch, N. Walter, G. Topmann, H. Holzapfel and K. O. Schallaböck. Gütersloh: Bertelsmann Foundation Publishers, 1994, 227 pp, £9.00, ISBN 3 89204 065 6

The European Challenge: Geography and Development in the European Community. M. Blacksell and A. M. Williams (Eds). Oxford: Oxford University Press, 429 pp, 1994, £45.00 hb, ISBN 0 19 874176 6; £15.95 pb, ISBN 0 19 874177 4     

Renewing the purpose of geography education: Eco-anxiety,powerful knowledge,and pathways for transformation

Concerns about the decline in uptake of secondary geography education continue despite arguments supporting the value of geography education, the power of geographical thinking, and geography’s critical role in preparing students to deal with complex challenges. Already constrained by neoliberal politics of disadvantage, young people must plan and prepare for chaotic futures. Consequently, young people are becoming distressed and worried about their futures and feeling powerless as society fails to adequately address these issues. In this article, we ask what schools and universities can do as place-based public institutions to serve young people to effectively respond to eco-anxiety and build capacities to surf the unrelenting waves of change. We draw on journeys that brought three young doctoral candidates to study geography. From their stories, we sketch what a geographical education could offer in terms of relevance, practicality, and engagement with transformative system change. We think that under current world conditions, this is a moment to revive geography education and give it renewed purpose to encourage young people to develop skills and competences to tackle wicked problems.     

The Terminal Pleistocene/Early Holocene archaeology of the Great Basin

The archaeological record of the Terminal Pleistocene and Early Holocene in the Great Basin consists largely of surface lithic artifacts, and consequently research has concentrated on typological and technological studies. The small suite of radiocarbon dates available suggests human presence in the Great Basin by at least 11,500 B.P., but evidence of subsistence is scanty. Technological analyses as well as artifact distributions suggest that the earliest occupants of this region subsisted primarily by hunting, possibly large terrestrial game. As elsewhere in North America, the earliest occupants of the Great Basin faced a rapidly changing environment, with the drying of shallow pluvial lake remnants and the creation of new habitats. Paralleling these changes, significant subsistence resource diversification coupled with expansion into new environments is evident by the close of the Pleistocene.     

Book reviews

T. B. Millar, The Commonwealth and The United Nations, Sydney University Press, Sydney 1967, pp. 237 + xv, $5.50.

A. C. Palfreeman, The Administration of the White Australia Policy. Melbourne University Press, Melbourne 1967, pp. 184 + ix, $6.00.

Robert Shaplen, The Lost Revolution: Vietnam, Andre Deutsch, London 1966, pp. 404 + xii, $5.45.

Elias Duek‐Cohen, ed., Utzon and the Sydney Opera House, Morgan, Sydney 1967, pp. 128, paperback, $1.20.

G. C. Bolton, Dick Boyer, An Australian Humanist, A.N.U. Press. Canberra 1967, pp. 295 + viii, $5.40.

Richard Rose, Influencing Voters: A Study of Campaign Rationality, Faber & Faber, London 1967, pp. 288, $7.35.

Ian Turner, Sydney's Burning, Heinemann, London 1967, pp. 245 + xv, $6.75.     

And now the end is near: enlivening and politizising the geographies of dying,death and mourning

A new body of scholarship on death and loss has emerged as a sub-field within social and cultural geography. This work has done much to draw geographers’ attention to questions of death, dying and remembrance and likewise to bring a spatial perspective to interdisciplinary death studies. Whilst deathscapes have been framed within geographical work as incorporating material, embodied and virtual spaces, to date Anglo-American and European studies have tended to focus on the literal and representational spaces of the end of life, sites of bodily remains and memorialization. With a number of important exceptions, embodied and dynamic experiences of dying, death and survival have been absent within the geographies of death. This special section aims to broaden the scope, and to resist simple dichotomies of life and death, and to be especially attentive to the embodied and visceral experiences, practices and processes of dying, death and survival. In this introduction, we explore themes of dying/s, death/s and survival/s across varied international, national and cultural contexts, as discussed in the contributing papers and raised by the politics of recent events. This collection offers an expanded and enlivened approach to research, documenting facing death/s, journeys at the end of life, living through, on and with life-limiting illnesses, living with loss and the interconnected spatialities that these experiences and practices evoke for individuals and wider social groups. They open up new spaces of P/politics and emotions, challenging limited political and medicalized frames. The papers also raise methodological questions and present a challenging agenda for future research. This special section grew out of sessions we organized for the 2012 RGS-IBG Annual International Conference at the University of Edinburgh.     

Student experiences of multidisciplinarity in the undergraduate geography curriculum

This paper explores the student experience of multidisciplinarity within the undergraduate Geography curriculum. It considers the drivers that have underpinned this development before considering the findings of research into student experiences in two universities in the south of England. The results suggest that most students view this development positively and recognize a number of advantages that it brings, citing expanded opportunities for learning, working with people from other disciplines, expansion of perspectives and perceived benefits to employability. However, for a minority this development is more problematic. The research points here to issues with specialist knowledge and disciplinary pedagogies, social issues within the classroom and class organization and some reservations regarding groupwork. The paper concludes with a series of recommendations.