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.     

E-learning for Geography's Teaching and Learning Spaces

The authors embed their advocacy of educational technology in a consideration of contemporary pedagogy in geography. They provide examples of e-learning from a wide range of teaching and learning contexts. They promote the idea that considering best practice with reference to educational technology will increase the versatility of teaching geography in higher education. On the basis of reviewing the pedagogic options associated with e-learning using a variety of technologies, and their promotion of versatility in the use of e-learning approaches, they find and illustrate the new spaces that have become available to teachers and learners of geography.     

From Hawaii to Glasgow: The International Network for Learning and Teaching Geography in Higher Education (INLT) Five Years On

This paper examines and reflects on the activities of the International Network for Learning and Teaching Geography in Higher Education (INLT) from its founding at the Association of American Geographers' Annual Conference in Hawaii in 1999 to the post-International Geographical Congress workshop in Glasgow five years later. It provides a context and introduction to the following six papers, which resulted from the Glasgow workshop. It is suggested that, despite some of the proposals in Hawaii proving over-ambitious, several other projects have emerged and the INLT continues largely to meet the goals and purposes set out in 1999. Although the desire of the INLT to move beyond its Anglo-American and Australasian origins largely remains a challenge to be met, the INLT has established itself as a valuable forum for the geography higher education community to identify and reflect on similarities and differences in national practices, to engage in debate virtually and face-to-face on issues concerned with learning and teaching, and to bring geographers from different countries to work together on educational projects.     

Contested Self-determination: Indonesia and East Timor's Battle over Borders,International Law and Ethnic Identity

ABSTRACT

East Timor's twin experiences of colonialism established its collective identity and internally recognised rights of self-determination. Political boundaries were created through negotiated treaties between Portugal and the Netherlands, and Portuguese colonialism provided East Timor with its status as a non-self-governing territory under international law in 1960. Indonesian colonialism resulted in a discursive battle over identity as both the Indonesian government and East Timor's independence movement employed ethnocultural narratives and myths to persuade the international community of the legitimacy of their respective political claims. During debates over East Timor's political status that occurred between 1975 and 1999, Indonesia emphasised the ethnic ‘kinship’ between Indonesians and East Timorese. In contrast, East Timor's representatives emphasised cultural links with Portugal and Melanesia to prove its distinctiveness from Indonesia.     

Experiments in Cross‐Scalar Labour Organizing: Reflections on Trade Union‐Building Work in Aceh after the 2004 Tsunami

Abstract: As part of the post‐tsunami reconstruction effort in Aceh, international labour movement organizations “jumped scale” in an attempt to revitalize a moribund local labour movement. This article provides a close analysis of the four internationally sponsored trade union building projects undertaken as part of that process. This unique intervention sheds light on the crucial role of local context and the extent to which the principles of international solidarity and the pragmatics of trade union diplomacy are mediated through money, institutions, individuals and day‐to‐day activities. The Aceh case underscores the importance of contingency and the agency of individuals in shaping an international intervention of this kind. In doing so it demonstrates how circuits of labour activism can be affected by constraints and opportunities unrelated to trade union politics or the relations of production.     

Rethinking Postgraduate Education in Geography: International Perspectives on Improving Practice

This symposium brings together multi-national assessments of the current state of and challenges facing postgraduate education in geography. Contributors from Europe, Australia, South Africa and the USA identify ways in which restructuring of educational systems and wider political contexts affect programmes within the field. While highlighting the implications of initiatives such as restructuring of degrees in European universities, merging of Geography into interdisciplinary units in Australia, efforts to strengthen professional development programmes in the USA and to widen racial participation in South Africa, they also demonstrate the many challenges that remain to innovation, particularly as these are affected by economic conditions and policies.     

Are South African Geography education students ready for problem-based learning?

Problem-based learning (PBL) is one of the possible training strategies that could be more fully implemented in the South African formal education system. The intention to migrate from teacher-centred to learner-centred instructions in higher education institutions and schools makes PBL a plausible option. Geography education students might be exposed to PBL because their training implies the acquisition of abilities to solve real-world situations at various geographical scales. This paper explores the perception of second- and third-year students in a BEd programme in Potchefstroom, South Africa. The study uses a mixed-method research approach based on questionnaire application, students' learning journal entries and field notes. Findings from the study indicate that students show very positive perceptions of PBL as a training strategy for teaching and learning. A gender difference regarding general aspects of PBL, independent learning, workload, assessment rubrics and the different role-players in PBL indicates that female students hold more positive perceptions of the PBL experience. Overall, the results indicate that students with higher academic performances in most instances hold more positive perceptions of the PBL experience.     

Combining research-based student fieldwork with staff research to reinforce teaching and learning

This paper addresses the relationship between teaching and research in a fieldwork context by seeking student views over 3 years across two institutions to assess the perceived value of blending staff research activity with student fieldwork. Student views were solicited using questionnaires. Despite the contrasting environments, locations and approaches of the institutions’ respective field courses, student perceptions are remarkably similar. Engaging in research activity in fieldwork (and specifically combining research-based student fieldwork with staff research) is perceived strongly to add value to study for a degree, as well as stimulate interest in the subject and improve understanding of methodologies employed.     

AQAL Integral: a holistic framework for pedagogic research

AQAL is a methodology for the holistic mapping of multiple perspectives and worldviews. Developed by Ken Wilber and colleagues, AQAL Integral analysis is founded in AQ quadrant mapping, which assesses four viewpoints for every situation. These are the Interior Subjective intentional (I) perspective, the Interior Collective cultural (We) perspective, the Exterior Individual (It, she/he) behavioural perspective and the Exterior Collective (They, many, its) social perspective. Each AQ map may be further elaborated as part of a many-layered system. AQAL Integral has a small but growing footprint in Education and, independently, in Geography – especially Urban Studies and GIS.