建国前夕英美对华政策的分歧及其原因

新中国建立前夕,鉴于英美在华的利益侧重点、外交传统以及与国民党及其政府的历史关系存在不同,两国在对华政策上出现分歧,最终在诸如是否撤出中国、是否对新中国实施贸易管制以及是否打破国民党对上海的封锁等系列问题上立场迥异,争执激烈,并最终各行其是。根本而言,这是英美经通盘考虑后从自身利益出发所做出的政策抉择,同时也是两国不同的外交传统在对华政策层面上的集中体现。     

China’s Evolving Policy towards the Democratic People’s Republic of Korea under Xi Jinping

Despite international pressure to condemn North Korea (DPRK), China’s successive leaderships have dealt carefully with Pyongyang, especially vis-à-vis its nuclear weapons program. This moderate stance reflects the two countries’ decades-long relationship, summarised in the Chinese idiom that Pyongyang and Beijing are “as close as lips and teeth”. Nevertheless, the DPRK’s third nuclear test in February 2013 raised enormous challenges for the new Xi Jinping leadership to maintain the previous DPRK policy focused on the status quo and stability on the Korean Peninsula. China’s attitudes and policies towards the DPRK after the provocative third test signified a possible reorientation of Beijing’s DPRK policy. This generated repercussions in the countries concerned and prompted debates among experts. This article asks how these events should be understood and what their implications are for the Xi leadership’s policy on the DPRK, the stability of the Korean Peninsula, and Northeast Asia. Given China’s competitive relations with other major powers, we conclude that the Xi leadership will not abandon the DPRK; indeed it will reinforce the policy of strengthening China’s influence over it. Nonetheless one aspect of doing so will involve China opening up to other – cooperative, multilateral – approaches to reinforcing stability on the Korean Peninsula and in Northeast Asia.     

Uncovering a Painful Past: Archaeology and the Holocaust

Abstract

Places connected to the Holocaust, and the physical evidence that lies within them, survive as reminders of the crimes perpetrated by the Nazis. Both the treatment of these sites and attitudes towards them have varied considerably in the years since the Second World War. In recent years, a number of archaeological investigations have been instigated by curators at Holocaust sites in a direct attempt to enhance visitor experiences and education programmes. Archaeologists have initiated investigations at other forgotten and dilapidated sites in an attempt to raise awareness of these places. This paper will discuss two case study sites where archaeological investigations have been undertaken and where attempts have been made to inform conservation, heritage management, and education strategies. It will highlight the various challenges that may arise in the course of developing dissemination tools and discuss strategies that have been adopted to account for them. Specifically it will focus on how archaeologists can present novel means by which to locate, record, and re-present the physical evidence of the Holocaust and how they can tell the stories of difficult heritage sites even when traditional forms of memorialization/muzealization is not wanted or practical.     

Learning to teach geography for primary education: results of an experimental programme

Students training to become primary school teachers appear to have little awareness of the core concepts of geography (teaching). To ensure that future primary school teachers are able to develop their pupils’ geographical awareness, a six weeks programme was developed. The characteristics of this programme – named Consciously Teaching Geography (CTG) – are: principles of good geography teaching, conjunction and a recurrent structure during training, modelling and reflection. In a quasi-experimental research design the question is answered what the effects are of CTG on the development of pedagogical content knowledge (PCK) for the subject of geography of first year primary student teachers. The results indicated that the programme has a positive effect on the domain-specific PCK development in the short term.     

The future role of GIS education in creating critical spatial thinkers

Teaching of critical spatial thinking in higher education empowers graduates to effectively engage with spatial data. Geographic information systems (GIS) and science are taught to undergraduates across many disciplines; we evaluate how this contributes to critical spatial thinking. The discipline of GIS covers the whole process of spatial decision-making, but GIS modules often ignore the context setting of spatial problems, and just cover the technical aspects of how to use GIS software. We outline how some existing GIS practicals could be improved to focus on the development of critical spatial thinking skills, competences and abilities that are valuable to graduates.     

Geography by Rail®: a new twist on a romantic concept

Based on William Morris Davis’ great Transcontinental Excursion of 1912, this article assesses and reviews the Geography by Rail® program (GbR) – a unique, short-term, field-based study abroad experience that takes an uncommon-in-the-US approach to international exploration and fieldwork, incorporating on-the-ground, regional geography-based learning experiences. Though it could be used as such, this is not intended as a “how-to” article, but instead, an examination of how the program’s alternative approach to short-term, field-based learning increases student engagement, enlivens the discipline of geography by championing the regional geography approach, and bridges the physical-human divide in geography. Examples are given of assessment techniques, relevant skills gained by student participants, student feedback received, and potential limitations of such a program. Our main goal rests in demonstrating that by being in the landscape, practicing in it, students often gain a perspective not achievable in the traditional classroom setting. In the regional and romantic geography sense, favoring breadth of learning over depth, we further argue that GbR represents a novel way to accomplish this important-yet-not-often-fostered and, oddly and unfortunately, difficult-to-find-in-geography concept.     

Teresa de Ávila: Portrait of the saint as a young woman

ABSTRACT

Teresa de Jesús (known as Teresa de Ávila in the English-speaking world) began life in a comfortable, merchant-class family. The daughter and granddaughter of conversos, she was one of twelve children (two from the first marriage of Don Alonso de Cepeda, Teresa's father, and ten from the second). She received a good education for a girl of her period and class, probably learning to read and write from parents and tutors, and then studying at a convent boarding school. She undoubtedly learned the importance of letter writing from her father, as business in early modern Europe was conducted largely through correspondence. Although traditional biographers paint a romanticized view of Teresa's girlhood, a careful reading of her Vida, letters, and other documents reveals that there were many strains on the Cedepa-Ahumada household. Among the causes were the Cepedas' deteriorating financial situation, societal pressures on conversos, the death of Teresa's mother, tensions among the siblings, the departure of Teresa's brothers for the New World, and Teresa's illness.     

The Rise in Power of Crown Prince Mohammed bin Salman

Crown Prince Mohammed bin Salman is moving across the international stage as the future King of Saudi Arabia. He has the support of his father, Saudi royals, and the oil income of his country. He also has 10‐year plan he agreed upon with the King called Vision 2030. The three components of the Vision are to diversify the oil‐based economy to include technology and tourism, to make the country the heart of Islam and Arab culture and to become the economic and geographic hub of Asia/Europe and Africa. His rise in power will depend upon his skill in expanding the religious tolerance of Saudi people, the current economic structure of the country, and the education of the youth. He is simultaneously addressing all these challenges in order to cement the country's future sustainability. Suggestions for enhancing his multifaceted impact on his country are provided.     

Simultaneous identities: ethnicity and nationalism in mother tongue education in Nepal*

The scholarly works on ethnicity and nationalism have been highly dominated by binary frameworks. In addition, the normative preference for civic consciousness and the concerns of national disintegration often separate the notions of ethnicity and nationalism. This article suggests that the notions of ethnicity and nationalism cannot be understood exclusively as a choice between maintaining the integrity of the nation and completely rejecting it. Drawing on fieldwork in mother tongue schools in Nepal, the article draws attention to the ways in which school actors discursively positioned ethnic identity as imperative to national identity, the one that bolsters the notion of Nepali nationhood. By paying close attention to the everyday context within which discourses of nationalism are situated, this article argues for an analytical necessity to approach ethnicity and nationalism in relation to each other to appreciate the process of symbolic negotiations in public spaces.     

Geography's secret powers to save the world

The purpose of this paper, prepared to present at the 2018 joint Canadian Association of Geographers (CAG) and International Geographical Union (IGU) regional conference, is to suggest three strategies, framed as proposals, that geography and geography education can deploy to “save the world.” The first proposal is to expand explicit instruction in spatial thinking to close gender‐based achievement gaps. The second proposal is to apply research from the learning sciences to develop persuasive geography curricula and instructional materials. The third proposal focuses on ways social media and geospatial technologies can be employed in civic education, an idea termed “spatial citizenship.” The paper suggests a re‐envisioning of geography education with an enhanced focus on teaching for, in, and about a world that fully appreciates difference and acts on that appreciation.