Training ESD change agents through geography: designing the curriculum of a master’s program with emphasis on Education for Sustainable Development (ESD)

To achieve a deep and wide implementation of Education for Sustainable Development (ESD) into all forms of education, the capacity of educators and trainers needs to be increased. This paper describes the curricular architecture of a master’s program in Geography with an emphasis on ESD. Based on a first feedback given by graduates, the paper discusses both strengths and weaknesses of the program.     

Education and intimate war of position: The National Security League's Committee on Patriotism through Education, 1917–1919

The National Security League was an elite private lobbying group in the World War I preparedness movement in the United States. Its educational wing was a group consisting mostly of college professors called the Committee on Patriotism through Education, which sought to use education to promote a militaristic brand of patriotism. This paper adds to our knowledge of the geopolitics of the period by critically reviewing the Committee's propaganda efforts, as organized into its Patriotism through Education Series. More importantly, this paper theorizes this propaganda by engaging with two literatures that seldom cross paths: emerging interest in intimacy-geopolitics and Gramsci's concept of war of position. Intimacy-geopolitics is used to highlight the performative edge of war propaganda, as it directs desire and affect to toward geopolitical visions which accord with elite visions of the good life. Intimacy-geopolitics as an analytical framework helps connect affect and war in a way that avoids scalar hierarchies of violence. The Committee deliberately sought to direct emotion toward militaristic ends, and saw teachers as foot soldiers in that effort. Understanding how war propaganda works through affect, that is, how it positions country as an object of affection, also qualifies and dovetails with an understanding of war propaganda as elemental to the Gramscian war of position. Quite apart from accusations of war-profiteering, elite manipulation of desire and affect toward the war effort also worked to obfuscate class interest in favor of gender and other social roles.     

Fathers and sons: preparing noble youths to be lords in twelfth-century Germany

The most prominent noble lineages of the twelfth-century German empire drew much of their authority from scattered collections of heritable rights and properties, a state of affairs that led each family to exercise its lordship in a unique manner. As a result, it was important for the success of a lineage that heirs understood the diverse administrative, political, diplomatic and military foundations of their family's power before they came into their inheritance. This article argues on the basis of evidence from several leading noble houses — including the Staufen, Welf, Zähringen, Wittelsbach, Andechs and Wettin — that fathers played an essential role in the training of their sons to succeed and inherit. For the noble heirs of twelfth-century Germany, therefore, the period in life known as youth was principally a time of instruction and preparation. Models of youth that emphasise the adventurousness and rebelliousness of noble sons during the central middle ages are therefore insufficient for explaining father-son relationships within the imperial nobility.     

Preparing Geography,Earth and Environmental Science (GEES) Students for Employment in the Enterprise Culture

Maps and related graphics are important means of representing key issues in development education and related themes. This paper examines the use of world maps in materials used in teaching development in higher education and concludes that many are not 'fit for purpose'. Many of these maps create false connotations, which can lead to misleading understandings of key issues.     

Arena symposium: equal opportunities

The Internet is a hospitable medium for distance learning. Some geography educators fear that distance education confronts the discipline with a moral dilemma, however. One, in particular, acknowledges some of the advantages of distance learning, but contends that it cannot convey the sense of place that is 'the essence of what it means to be a geographer'. This paper is concerned with the morality of distance learning. In particular, it considers educators' obligations to deliver quality education, and to make it as widely accessible as possible. The paper stresses that the key distinction between distance learning and traditional resident instruction is not the mode of delivery, nor is it the distances in time and space that separate students and teachers. Rather, it is that distance learners are a qualitatively different, older population, with different educational needs from traditional on-campus undergraduates and graduate students. The paper argues that geography educators have a moral obligation to serve lifelong learners, an obligation that should take precedence over our allegiance to conventional notions about what constitutes the essence of our field.     

Connecting high school and university teachers in national and international contexts: perspectives from the 2012 Bangalore workshop of the AAG-CGGE

This paper focuses on the Center for Global Geography Education teaching workshop held in Bangalore, India, in March 2012 which served as a collaborative forum linking geography teachers in secondary and higher education in the USA and India. It considers the inclusion of the Advanced Placement Human Geography teachers from the USA and the building of global teaching content in collaborative teams as a useful way to connect geography teachers across institutional contexts. Based on a survey of workshop participants, it also highlights some of the issues that need to be addressed for further strengthening of high school–university linkages within national and across international contexts.     

Evaluation of the Work-Place Cooperative Project in Geography Degrees at the University of Leeds

ABSTRACT

This paper describes the context and objective of a Work-Place Cooperative Project (WPCP) established in the School of Geography at the University of Leeds in 1995. The project, in part a response to the changing graduate and employment market in the early 1990s, presents students with issues with a geographical dimension from business, commerce, industry and environmental research. A number of examples from the WPCP are presented.     

Comment

Abstract

This article examines the attempt to modernize the Italian system of education which is being made by the present government. This policy should be seen in the framework of the general attempt to meet the requirements imposed by the European Union on its members (the Maastricht treaty), and more generally to meet the European need for homogeneity among systems of education, matching the Europe‐wide labour market already in place. In the past, the Italian system of education missed a number of opportunities to keep up with the changing experiments in other European countries (especially at post‐secondary and university levels); therefore the amount of change required is now substantial. The measures taken by the Minister of Education (who is also Minister of Universities and Scientific Research) attempt to decentralize the decision‐making process, give more autonomy to individual institutes, and leave the central public administration (the ministries) the roles of coordination and evaluation. This model has been followed by the majority of European countries. Its impact on the not so dynamic Italian system of education will produce interesting debates and confrontations.     

The agricultural potentialities of the Transvaal

During the past decade retail warehouses have become an important new element in the retail structure of many towns and cities. This paper outlines the character and geographical pattern of retail warehouse operations in Scotland and discusses some of the planning issues raised by these developments.     

国外纺织品文物保护修复与研究现状

简要介绍了国外纺织品文物保护修复领域在保护修复理念、保护修复技术、科学研究方法以及高等教育和培训四个方面的一些情况,对了解国外纺织品文物保护修复领域的现状,和对我国纺织品文物保护修复研究工作的发展具有一定的启示和借鉴意义。