中国西部城市居民时空间行为特征研究——以西宁市为例

时空间行为研究为透视中国城市转型与发展提供了重要视角,但已有研究对中国西部城市关注较少、未能形成反映西部城市特色的结论。选取西宁市作为案例,基于2013年居民时空间行为调查数据及城市设施分布数据,分析居民时间利用、时空路径等时空行为特征及其与城市设施分布的匹配关系,以此补充微观行为视角下的中国西部城市研究,为中国城市时空行为方法论提供西部城市的验证。主要结论包括：①相比于东部城市,西宁市存在工作活动比例低、平均时长短,早通勤时间延后,午休返家,时间安排灵活等特点; ②西宁市与周边地区间存在具有高原地区特色的跨城市通勤和休闲行为; ③居民活动分布与城市设施布局存在一定的空间错位。     

李旭旦先生的学术思想和贡献及其他——纪念李旭旦先生诞辰100周年

李旭旦先生是人文地理学家、区域地理学家和地理教育家,毕生致力于地理教育和科学研究,培养了几代地理学人才,桃李满天下。他才思敏捷,知识渊博,治学严谨、执着,有较高的学术造诣。学术上他强调人地协调论和统一地理学,提倡区域研究,致力于地理教育理论的建设,创办《地理知识》杂志,曾任德国《GeoJournal》杂志编委,主编《人文地理学》(中国大百科全书分册)、《人文地理学论丛》、《人文地理学概说》,提出白龙江是我国西部南北地理分界线的科学论断,主张把解决现实问题作为人文地理学的主攻方向,重视野外调查,晚年他提出复兴人文地理学的倡议,把我国人文地理学的发展推向一个新的阶段。他是我国现代人文地理学的奠基人。     

地理学学科研究的科学社会学视角——重新审视约翰斯顿《地理学与地理学家》一书

约翰斯顿(R J Johnston)所著《地理学与地理学家》一书既是一本关于英美现、当代人文地理学的学科史著作和科学哲学著作,又是人文地理学的科学社会学著作。前两种价值已得到公认。本文从作者写作目的、写作内容、论述的问题、内容结构、地理学史或地理学思想史中的科学社会学视角五个方面来重新审视该书对地理学本身研究的科学社会学视角。与已有的经典地理学史及其思想史著作相比,该书是当前唯一的将学科史、学科的科学哲学、学科的科学社会学三种视角结合起来来考察人文地理学本身的著作,也是当前唯一一本以科学社会学的视角成为全书基本主线之一的人文地理学理论著作。     

我国人文地理学研究、教学与出版关系论——以出版为中心的探讨

地理学界关于教学与研究的关系有些研究,关于研究与出版、教学与出版的关系几乎没有研究,但人文地理学界对这两种关系没有什么研究。研究表明,教学与研究相互依赖,研究是教学的基础,教学是研究成果得以普及和传承的途径之一,还可能促进研究的深入。教学和研究的质量和水平与出版有相当的关系。教材建设需要引进足够的重视并根据成果写出,研究的理念需要拓展,需要培养问题意识、学术史意识、与同行对话的意识和理论意识,还应注意著述的学术规范。学术出版要坚持高标准,以品质为导向,兼顾经济效益和社会效益。     

The Hindu nationalist reinterpretation of pilgrimage in India: the limits of Yatra politics

ABSTRACT. Victor Turner's anthropological reading of pilgrimages in terms of communitas is of utmost relevance in the case of Hinduism: indeed, Hindu pilgrimages produce a relative and temporal obliteration of social cleavages – particularly caste divisions – allowing the emergence of a sense of group belonging. Moreover, the geography of pilgrimage sites maps out the sacred land, marking the area of extension of Hindu civilisation in space. Hindu nationalists have tried to exploit this particular alchemy to offer an ethnic definition of the nation (and its territory) and thereby gather a following by lending some of their demonstrations the appearance of a pilgrimage. This approach asserted itself in the early 1980s thanks to the Ekatmata Yatra (Unity March) in 1983, and was confirmed in 1990 during the Rath Yatra (Chariot festival). Nevertheless, the instrumentalist interpretation of such movements comes up against an issue that is already at the core of subaltern studies' historiography, i.e. that masses do not always mobilise for the reasons put forth by political leaders. More specifically, if women march massively in the streets during these Yatra pilgrimages, it is both because they feel concerned by the reason for demonstrations and because these demonstrations have legitimised their entry into the public space, which still remains relatively closed to them.     

Three geographers in an archive: positions, predilections and passing comment on transient lives

Despite the existence of research conducted by geographers eschewing or professing religious faith, the influence of researchers and their methods have yet to receive critical attention within the study of religion. The experience of three geographers working on a three-year research project suggests that it is vital to reflect upon the inter-subjective relationships and methodologies used to reconstruct the religious past. How do different subject positions influence our selections from historical records? We also consider whether the spatialities of putatively 'religious' archives, whether formally or informally constituted, make a difference to the construction of historiographical knowledge. In attempting to answer these questions, the paper argues that developing an awareness of different types of positionality, vis-à-vis religious faith and practice, combined with reflexivity, vis-à-vis methodology, can enrich the interpretative reconstruction of the religious past.     

Political geography and geopolitics

This essay discusses the key contributions of Canadian political geographers to the remarkable growth of the subfield in the past two decades. I focus on two burgeoning strands of work: first, the transformation of state power, and second, the current phase of war, militarization and surveillance globally. My goal is not to review the field of political geography. Rather, I use the two themes to foreground prominent strands of recent work and delineate some lines of inquiry that require more attention and are likely to grow in importance. In particular, I underscore the need for closer attention to human agency—that is, capacity to act—in political geography and geopolitics.     

Using the ‘Grieving’ Process and Learning Journals to Evaluate Students' Responses to Problem-Based Learning in an Undergraduate Geography Curriculum

This paper offers a critical review of the role of the International Network for Learning and Teaching geography in higher education (INLT) in the production of geographical knowledge. Through an examination of the Network's membership and activities, it explores some of the ways in which INLT—as a global virtual group—may be inadvertently perpetuating geographies of oppression through, for example, assumption of Anglo-American modes of educational standards and practice; reinforcement of existing unequal/inequitable social relationships; predominance of English language; and a reliance on technologies that favour wealthy nations and institutions. The paper sets out practical suggestions for postcolonial membership and activity structures designed to overcome difficulties with the Network's existing power/knowledge geometries.     

Teaching Research Methods Courses in Human Geography: Critical Reflections

The authors reflect critically on their experiences of teaching research methods/methodology/techniques (MMT) courses in human geography for the first time. Through a highly reflexive process involving journaling, they engage with the broader scholarship of teaching and learning approach. Three themes characterize commonalities in their instructional experiences: (1) prior knowledge, (2) preparation, and (3) confidence. Specifically, they were challenged by needing to teach particular MMTs that they had not previously applied in their own research, by not knowing how best to prepare for teaching such courses, and by a lack of confidence with their approaches that stemmed from numerous issues.     

Engaging with Economic Geography in the ‘Real’ World: A Central Role for Field Teaching

Debates concerning how to engage students with economic geography have ignored the important role of field teaching. This paper argues that fieldwork must remain a key component of economic geographical teaching and that it offers a variety of advantages to overcoming student disinterest in the sub-discipline. It goes on to argue that field teaching must be developed, not neglected, in economic geography and illustrates its pedagogical advantages with reference to the example of a field class in north-east England.