Field-based learning: the challenge of practising participatory knowledge

In 2009, Geography at National University of Ireland, Galway, launched a new taught master's programme, the MA in Environment, Society and Development. The vision for the programme was to engage students in the analysis and critique of the array of interventionary practices of development and securitization in our contemporary world. A range of modules were set up focusing on a number of interrelated concerns, including “geopolitics and security”, “environment and risk” and “managing development”. These core themes are approached from a number of critical perspectives, including political ecology, critical geopolitics and political economy. A key additional aim from the outset was to go beyond solely academic critique to consider participatory forms of development knowledge and practice that can emerge from “field-based learning”. To this end, a module entitled “field-based learning” was initiated, involving a 12-week seminar course in Galway, followed by a week-long fieldwork programme in Sarajevo, Bosnia and Herzegovina, where each year approximately 15 students intersect with the development work of local community leaders, the UN, EU and a variety of NGOs, civil society organizations and public advocacy groups. In this paper, we outline some of the key challenges of initiating and practising such a grounded and often unsystematic approach to learning in the field. We reflect, in particular, on the complexities involved in seeking to facilitate and practise critical participatory knowledges that comprise both academic and civic engagement values.     

Student Engagement Patterns over the Duration of Level 1 and Level 3 Geography Modules: Influences on Student Attendance,Performance and Use of Online Resources

Greater flexibility in delivery resulting from increased use of e-learning will inevitably change the way university students approach studying. Recent studies have examined relationships between attendance, online learning and performance but findings are inconclusive. One concern is that an unintended consequence of placing lecture resources online may be increased absenteeism possibly leading to decrease in performance. This study explores patterns of student engagement across two geography courses. Findings corroborate the importance of attendance as a predictor of performance, demonstrate how assessment influences study behaviour, particularly online, and provide evidence for a need for integrated blended learning designs.     

清代中期婚姻缔结过程中的冲突考察

清代中期,民间社会存在着冲击包办婚姻和传统婚姻伦理、规范的行为基础。政府努力维护现存的婚姻秩序,坚定不移地保护父母的主婚权;男女自主择偶的行为被有效制止;官方充分肯定契约订婚的合法性,而解除婚约受到极大限制,实际上是对低质量婚姻的保护。     

Engagement and reconstruction in critical research: negotiating urban practice,policy and theory in South Africa

In this paper we examine critical engagement in research in order to rethink and reconfigure binaries such as theorizer and practitioner and theory and practice across South and North. We argue that while we welcome the ‘moral geographies’ literature (and its ideas about ‘caring at a distance’) as a catalyst for forging more beneficial connections between South and North, we suggest this is not enough. Drawing on South African experiences of critical academic engagement in issues of urban geography, we examine moments for innovative knowledge construction that bridge theory and practice. These experiences are used to substantiate a normative argument for ‘inclusive geographies’ through critical engagement in order to break down boundaries between, for instance, theorizers and practitioners, intellectuals and activists, and South and North.     

Debating Belarus: A Framing Comment

A British political scientist and eminent specialist on the politics of the post-Soviet states comments on the divergent perspectives offered in the two preceding papers in the symposium on Belarus in the same issue of Eurasian Geography and Economics. He first briefly reviews the diverse approaches to the study of Belarus evident in the academic literature, and the reasons scholars might be led to the country as a topic of study, especially its suitability as a test bed for several issues of importance in comparative studies (e.g., the nature of presidential power and of political "charisma," of governance without political parties, and an economic model that has appeared until now to have resisted the path of accelerated market reform). Probing more deeply, the author identifies issues of the comparative method of particular relevance to the exchange that warrant further investigation, and goes on to present his own survey data (from early 2011 for Belarus and from 2010 in Ukraine and Russia) in an effort to advance the debate on these issues. In concluding, he suggests a line of further enquiry for understanding better the seeming paradox that is Belarus—the role played by retention of "Soviet" institutions (e.g., trade unions, local councils) that offer a means of communication between ordinary citizens and the authorities.     

What can and cannot be willed: how politicians talk about national identity and immigrants

The ethnic‐civic framework remains widely used in nationalism research. However, in the context of European immigrant integration politics, where almost all ‘nation talk’ is occurring in civic and liberal registers, the framework has a hard time identifying how conceptions of national identity brought forth in political debate differ in their exclusionary potential. This leads some to the conclusion that national identity is losing explanatory power. Building on the insights of Oliver Zimmer, I argue that we may find a different picture if we treat cultural content and logic of boundary construction – two parameters conflated in the ethnic‐civic framework – as two distinct analytical levels. The framework I propose focuses on an individual and collective dimension of logic of boundary construction that together constitute the inclusionary/exclusionary core of national identity. The framework is tested on the political debate on immigrant integration in Denmark and Norway in selected years. Indeed, the framework enables us to move beyond the widespread idea that Danish politicians subscribe to an ethnic conception of the nation, while Norwegian political thought is somewhere in between an ethnic and civic conception. The true difference is that Danish politicians, unlike their Norwegian counterparts, do not acknowledge the collective self‐understanding as an object of political action.     

“Global/local” community engagement: advancing integrative learning and situated solidarity

This article illustrates how “global/local” community engagement, a particular form of experiential learning and political work that draws upon geography conceptually, pedagogically, and programmatically, is well suited to advance integrative learning and invite students into social action. Through specific examples from Mount Holyoke College, we argue that “global/local” community engagement helps students cultivate the skills and dispositions of reciprocity, reflexivity, and place-based and interdependent knowledge production. These are habits of mind and patterns of praxis necessary for enacting “situated solidarity,” a practice with great potential for grappling with the complex challenges and marked divisiveness of the twenty-first century. As our empirical examples demonstrate, the geographic concept of contour lines matched with the pedagogies of accompaniment and co-labor guide “global/local” community engagement. We conclude with a set of recommendations for implementing “global/local” community engagement in other institutions of higher education to reveal the context-specificity of our examples and the possibilities for application elsewhere.