Teaching energy geography? It’s complicated

The premise of this essay is that energy geographies are complicated, and this in itself presents some pedagogical difficulties. As someone who wants students to critically examine and confront the complexity of energy systems, it can be frustrating when students react to demonstrate frustration, apathy, or even confusion. In what follows, I will lay out three complications of teaching energy geography: (1) empirical complexity, (2) confronting fossil fuel “embeddedness,” (3) the energy culture fallacy.     

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.     

‘Oxford in the bush’: the founding (and diminishing) ethos of Rhodes University

Over the years, many members of the Rhodes University community have proudly claimed their university to be a kind of transplanted Oxford, while others have viewed this claim as pretentious – hence the derogatory label ‘Oxford in the bush’. This article explores the connections and comparison between the two institutions. In the early twentieth century, both universities strongly identified with the British imperial cause; and for decades Rhodes University regularly celebrated its symbolic association with the historical figure of Cecil Rhodes, who also happens to be one of the most commemorated figures in Oxford. There was also a shared ethos, as both laid stress on a style of education that was character-building, a prerequisite for which was a strong grounding in the classics. There was, too, a cultural affinity between Rhodes and Oxford, exemplified in the strict segregation of the sexes, the importance attached to sporting achievement, and a tendency to engage in frivolous activities. The article goes on to show how over time the Oxford tradition at Rhodes came to be challenged and undermined, especially from the late 1960s onwards.