The Abeng’s Call: The Articulation of Place and the International in Black Power Print Production

This article engages with radical Black Power print production in order to examine the articulation of Black practices of place-making and Black internationalist spatial politics. These spatial politics and practices are developed through engagement with the Jamaican Black Power newspaper Abeng which was produced at the height of Black Power activity on the island in 1969. The paper draws on Black Geographies scholarship to demonstrate that Abeng represented a material and discursive means through which subaltern practices and places of resistance in Jamaica were enacted in opposition to and excess of plantation spatialities and regimes on the island. The carving out of such subaltern places allowed for the articulation of transnational imaginaries and translocal solidarities with similarly aligned communities and struggles across the diasporic world. The Abeng newspaper was again central in crafting these imagined Black internationalist geographies and coeval praxes of transnational solidarity.     

人文地理学理论的多元性

在西方地理学界,八十年代以后,人主义与后现代主义思潮兴起,推动了人地理学理论的多元化发展,在人地理研究中,针对不同性质的问题,应采用与之相对应的适合理论,而不应不顾问题的属性,盲目地追逐理论的新奇时髦。理论与问题的统一性,是运用理论成败的关键。     

中国乡村地理学研究的重新定向

本文首先分析了乡村地理学及其相邻学科(乡村经济学、乡村社会学)对乡村研究的基本内容,认为三者各有侧重,乡村地理学重点从地域空间的角度分析乡村的各种问题,乡村经济学主要关注乡村经济系统的组织与发展规律,乡村社会学则把重点放在乡村社会变迁上,但共同交叉之处甚多。乡村问题带有地域性、综合性特点,在当今城市化的背景下,乡村地域的功能在发生变化,乡村产业结构、社会结构均经历着由传统向现代的全面转型,当前我国乡村地理学需要重新定向,笔者建议以乡村社会经济变迁的研究为主线,加强经济、社会、地理的综合研究,探讨空间结构模式及其规律性,指导乡村发展的实践。     

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.     

Linking Research and Teaching: A staff‐student interview project

This paper describes a project used in the first-year curriculum that requires students to interview a member of staff about their research as a possible model to link research and teaching in the university. Through a critical evaluation, which draws upon responses canvassed from students and staff, the value of the project is assessed and its scope for application within other institutions suggested.     

Geography in Higher Education in Australia

Within the last 30 years, geographical information systems (GIS) have been used increasingly in the training of geographers. On the basis of the philosophy of technology and instrumental genesis, we sketch how the use of instruments interacts with learning processes and outline how this can be studied. We empirically analyse students' learning processes and the influences of teaching practice in an introductory course in GIS. We show that students have different strategies for creating their personal instrument for spatial thinking and how teaching interacts with the students' learning processes. Finally, we discuss how GIS may gradually alter future professional development of geographers.     

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.     

Searching for good practice in postgraduate education

Regional geography courses have declined in status and number at many North American universities. Yet it is regional courses which students with limited geographical education at the high school level may identify as typical geography, and thus regional courses may play a significant role in recruitment of geography majors. Regional courses on the students' country or state/province offer an excellent opportunity to showcase how geographic perspectives can enrich our understanding of the familiar, both in terms of place and discipline. This paper discusses the pivotal role a regional geography course has been given in a new university's geography curriculum, and the innovative structuring of the course so as to avoid some of the deficiencies of common instructional patterns which may deter some students from pursuing further geographic education.     

A graduates and employers database system as a strategic resource for geography departments

Abstract

With greater competition in the mass higher education market in the UK, each institution will have to stimulate and promote greater interaction between itself and the world outside if it is to compete successfully. Presently, such interaction occurs for a variety of reasons, at many different levels and over different time scales. This paper proposes an approach to fostering greater interaction at departmental level through a network of former graduates in geography and their employers. It describes the concept of a graduates and employers database system (GEDS) and outlines how such a system should become a key resource for strategic management and planning in geography departments.