A capabilities approach to higher education: geocapabilities and implications for geography curricula

A geographical education offers more than skills, subject knowledge and generic attributes. It also develops a set of discipline-specific capabilities that contribute to a graduate’s future learning and experience, granting them special ways of thinking for lifelong development and for contributing to the welfare of themselves, their community and their world. This paper considers the broader purposes and values of disciplinary teaching in contributing to individual human development. Set in the context of recent debates concerning the role of the university and the neo-liberalisation of higher education this paper explores approaches to developing the geography curriculum in ways that re-assert the educational value of geographical thinking for students. Using international examples of teaching and learning practice in geography, we recognise five geocapabilities: use of the geographical imagination; ethical subject-hood with respect to the impacts of geographical processes; integrative thinking about society–environment relationships; spatial thinking; and the structured exploration of places. A capabilities approach offers a productive and resilient response to the threats of pedagogic frailty and increasingly generic learning in higher education. Finally, a framework to stimulate dialogue about curriculum development and the role of geocapabilities in the higher education curriculum is suggested.     

Would Bring Your Own Device (BYOD) be welcomed by undergraduate students to support their learning during fieldwork?

This paper reports student perceptions of the benefits and challenges of Bring Your Own Device (BYOD) in a fieldwork context. Student perceptions from six field courses across two institutions have been gathered using questionnaires and focus groups. Whilst a number of studies have focused on BYOD in a classroom context, little research has been undertaken about BYOD in a fieldwork context. The key findings suggest that around one fifth of students were not willing to use their own device during fieldwork citing loss or damage as the main reason. This key challenge is different to that which are found in a classroom which generally focus on network security, connectivity etc. The findings also suggest that some students believe that BYOD can have a negative impact on group work. There is a misalignment here between student and practitioner thinking with previous literature which suggests that practitioners believe BYOD and smart devices can enhance group work. The one key challenge which is found regardless of learning environment is inequality between those who have a device and those who do not.     

Hunters and gatherers past and present: Perspectives on diversity,teaching, and information transmission

This article reviews four books on hunters and gatherers. It begins with a discussion of the debates over the concept of hunter-gatherers. Theoretical approaches to hunter-gather studies are examined briefly. The view then assesses the four books and the various subjects which they address. These subjects include the issue of ethnographic analogy, diversity, evolution, and archaeological perspectives as well as understanding contemporary hunter-gatherer societies. Additional topics include land use, the assignment of meaning to landscapes, way finding, territoriality, boundary-marking, and networks. Social learning, teaching, and information dissemination are discussed, with emphasis on some of the things that are learned, such as sharing, fair treatment of others, the importance of compassion, and moral values. Hunter-gatherer studies have evolved to the point where both archaeologists and anthropologists are taking into careful consideration the need to consider both past and present in their investigations and to focus also on the non-hunter-gatherer societies with whom they are interacting. As people who defined themselves as indigenous, hunter-gatherers are well aware of the social, economic, environmental and political challenges that they are facing, and they are seeking to address these challenges along with support organizations and researchers in an attempt to ensure their long-term security and well-being.     

Rethinking Performative Methods in the History of Science

Performative methods have been part of history of science research and education for at least three decades. Understood broadly, they cover every methodology in which a historian or philosopher of science engages in embodied interaction with sources, tools and materials that do not traditionally belong to historical research, with the aim of answering a historical research question. The question no longer appears to be whether performative methods have a place within history and philosophy of science research, but what their place is, could, or should be; when and how they can and cannot be used. Because although performative methods are seen as an enrichment of the field by many, their growing popularity also raises questions: what new insights and challenges has the increased use of performative methods in the history of science brought us? How has it changed the field? Should performative research methods become a mandatory part of the training of new generations of historians of science? In this special issue, historians and philosophers of science for whom performative methods play an important role in their work reflect on these questions from their own research and teaching practices.     

The cybernetic moment: Roy Ascott and the British cybernetic pioneers, 1955–1965

ABSTRACT

Professor Roy Ascott developed the Ground Course at Ealing College of Art, drawing on his experience of Basic Design under Victor Pasmore and Richard Hamilton at Newcastle University. Through his reading of Ross Ashby and his friendship with Gordon Pask, Ascott introduced cybernetic theory into his art practice and pedagogy. This essay explores the degree to which Ascott embodied a distinctly British approach to cybernetics.     

A century of Grace; restorative spatial justice,pedagogy, and beloved community in twenty-first century Detroit

This article poses feminist biographical investigation as a dialectical approach to situated knowledge, and as a potential avenue for a feminist theorization of space and place. By exploring biography as a departure from canonical epistemological structures, the attempt here is to credit, contextualize and identify key places and people of origin in the evolution and production of theory and knowledge without such heavy dependency on the usual resources that legitimize theoretical and pedagogical contributions; such as academic publications, teaching contributions and references. The biographical focus of this article is the life and work of Grace Lee Boggs, an important contributor to urban studies whose theoretical and pedagogical contributions have gone largely unacknowledged by geographers and spatial thinkers. What can a biographical investigation teach us about feminist knowledge production relating to the production of space? What does feminist biography offer epistemologically to our understandings of space? These questions are examined here through the theoretical contributions of Grace Lee Boggs, a long-time resident of Detroit, second generation Chinese American, civil rights and feminist activist and working class philosopher, as a means of exploring biography as a feminist research methodology.     

Public art as public pedagogy: memorial landscapes of the Cambodian genocide

Historical memory in the form of public art acts as a pedagogical tool, both revealing the artist’s interpretation of history and serving as a historical device for the viewer. In Cambodia, new generations are developing an understanding of the Khmer Rouge regime (1975–1979) and its effect on their country’s history. Young peoples’ understanding of history is constructed through institutional, living, and public memory pedagogies. These pedagogical channels do not always work in unison, leaving gaps in historical education. In Cambodia, institutional and living memory pedagogies on the Khmer Rouge genocide often fail to transmit this important national history to those who did not live through it. Publicly accessible memorial art has the potential to supplement the historical understanding of young, rural Cambodians. Three murals sites in rural Cambodia act as landscapes of public pedagogy by depicting scenes of Khmer Rouge atrocities. This paper aims to understand the significance of the impact and implications of public memorial art as an educational supplement, and how public art can be utilized as public pedagogy in Cambodia and beyond.     

Photography,public pedagogy and the politics of place-making in post-industrial areas

This paper discusses the way in which public photographic depictions of places and place-based communities contribute to the construction of local identity and community building. Being public and visualised statements about what a place and the people living there are and what they are not, photographs incite public debate about place and community. The paper discusses two interventions, one in Ghent, Belgium, involving professional photographers from outside the neighbourhood, and one in Bonnybridge, Scotland, involving amateur photography by local residents. Both are attempts by community workers to encourage citizens to discuss alternative realities of themselves, their neighbours and their neighbourhood. Starting from theories of place-making and public pedagogy, we reveal how both nonetheless exemplify very different strategies to democratise community-building processes.     

Becoming public: public pedagogy,citizenship and the public sphere

This paper explores the question what kind of educational work can be done in attempts to reclaim or reinvigorate the public sphere. Through a discussion of the intersection of public sphere and public space, it engages with the work of Hannah Arendt in order to outline a conception of the public sphere as a space for civic action based on distance and the conservation of a degree strangeness rather than on commonality and common identity. The discussion of the educational work that can be done to support the public quality of common spaces and places focuses on three interpretations of the idea of public pedagogy: that of public pedagogy as a pedagogy for the public, that of public pedagogy as a pedagogy of the public and that of public pedagogy as the enactment of a concern for the public quality of human togetherness. The latter form of public pedagogy neither teaches nor erases the political by bringing it under a regime of learning, but rather opens up the possibility for forms of human togetherness through which freedom can appear, that is forms of human togetherness which contribute to the ‘becoming public’ of spaces and places.     

How Much Life do I Lose from the Plague? Educational Board Games as Teaching Tools in Archaeology and Ancient History Courses

This article describes the development, implementation, assessment, debriefing and outcomes, and potential uses of a university student-driven educational gaming project, as a major assessment item in an archaeology course entitled ‘Ancient Medicine’. Discussion of these various aspects of the project is explored in the context of educational gaming theory and practice. We demonstrate that educational board games not only represent an effective method for students to retain and convey information in courses exploring the history and archaeology of medicine, but provide such a platform for undergraduate courses in general. Furthermore, we argue that they can present a cost-effective, fun and less time-/resource-intensive alternative to electronic or web-based projects, while still being an attractive addition to traditional classroom teaching methods.