The Problems of Utilizing ‘Direct Experience’ in Geography Education

In response to the various calls for sustainable development, a range of activities has been initiated by central and local government, business, NGOs and other institutions. In this paper, the authors focus on the important learning context of higher education. They review the agenda established at Rio and, through a critical examination of developments within the UK, comment on issues and challenges facing the sector.     

Approaching the Approaches

Abstract

Students of political theology need a broad introduction to, and some understanding of how to distinguish between, varying approaches to the discipline. This article argues that differing approaches should be introduced in ways which emphasize the historical, theological, geographical, and ecclesial situatedness of their practitioners. Such introduction to the situatedness of various approaches should not pretend to be objective, but should be sympathetic. Those teaching political theology should also carefully incorporate their own situatedness, showing students how they are working within particular approaches themselves without reducing their teaching to advocacy for their own approaches. The proposal for teaching political theology argued here focuses on inviting students to become active practitioners of political theology, instead of mere consumers of information about the discipline.     

A tribute and a review

On 8–9 May 2010, a deprived chengzhongcun (urban village) in the city of Hefei hosted a session of the Second Hefei Contemporary Art Biennale. In this article, we focus on the artistic practices and the online and offline discussions that they evoked. Drawing upon literature on citizenship, public art, public space and public pedagogy, we analyse the exhibition and its social and political potentialities. Looking at a case study in a country where fear of an aggressive crackdown is part and parcel of the psychology of urban protest, we reflect upon the pedagogical potential of public art in the struggle for equal rights to housing, education and urban space. By paying special attention to the geographical and the pedagogical dimensions of this extraordinary event, we demonstrate that public art can play a role in Chinese citizenship struggles.     

Genre-based pedagogy in TEM-4 reading class

This thesis aims to elaborate genre-based pedago-gy in reading class of TEM-4 (Test for English Major Band 4). It systematically explains the theories of genre-based pedagogy. Moreover, it shows how ge...     

A curriculum framework for faculty-led international programs in geography

Faculty-led international programs are widely considered to be a highly engaging and effective means to enhance students’ learning in geography. While international programs hold great opportunity for students’ academic and personal growth, actualizing their potential calls for balancing the logistics with a purposefully constructed curriculum. This article presents a curricular framework which applies the straightforward, time-tested learning model originally delineated by Bloom and subsequently updated and adapted by others, into the naturally occurring phases of a faculty-led international program. The framework, while simple in design, provides a clear means to encourage impactful learning within a short-term course.     

The Unbearable Lightness of Bones: Memory,Emotion, and Pedagogy in Patricio Guzmán’s Chile,La Memoria Obstinada and Nostalgia De La Luz

Focusing on two documentary films by Patricio Guzmán, Chile, Obstinate Memory (1997) and, especially, Nostalgia of the Light (2010), this paper examines some of the relations between neoliberal violence (during and after the Pinochet dictatorship), memory, knowledge and emotionality, both historical and personal. It does so by reading and reviewing the actions, narratives and experiences of a group of astronomers, archaeologists and geologists who work in the Atacama desert of northern Chile and a group of women who search for the remains of their loved ones, victims of political violence, in the same desert within the shifting contexts of cinematic spectatorship. Attentive to the possibilities and pitfalls of empathic identifications and connections, it also considers the ethical and political implications of the interplay of cinema (Guzmán), photography (Paula Allen) and poetry, sky writing and "land art" (Raúl Zurita).     

The poverty of GIS theory: Continuing the debates around the political economy of GISystems

Over the past several decades, GISystems and GIScience have become established and valorized within the field of geography and geographic education. With the recent explosion in daily use of devices producing spatial data, such as smartphones, has come a renewed call to broaden the purview of Critical GIS beyond the desktop and towards these new systems of capitalist accumulation. In this viewpoint, we argue that any re‐examination of the role of Critical GIS must also consider the political economy of geography and geographic education in which GISystems are used for research and taught. We explicate three registers at which GISystems function within geography: that of the individual educator, that of the GIS user, and that of the military‐industrial complex in which GISystems were and are developed.     

The myth of the first African-American electrical engineer: Arthur U. Craig and the importance of teaching in technological history

In recent years, historians of technology including Bruce Sinclair, Rayvon Fouché, and Amy Slaton have analyzed the intersection of technological and African-American history to redress the historical and enduring correlation between whiteness and technology. This paper contributes to this conversation by chronicling the story of Arthur U. Craig, a faculty member at the Tuskegee Institute who installed the university’s famous lighting system. During Craig’s tenure at the Institute, he was touted to be the ‘first black electrical engineer’ – but he resisted that title. This article examines why. In so doing, ‘The Myth of the First African-American Electrical Engineer’ builds upon three scholarly conversations. First, it discusses how the cultural meanings of electricity inflected how Tuskegee advertised Craig’s contributions to campus. Second, it re-situates the often-overlooked Craig within the history of Tuskegee Institute. Finally, it examines Craig’s contribution to debates about engineering education for African American students.