Arcangelo Ghisleri and the “Right to Barbarity”: Geography and Anti‐colonialism in Italy in the Age of Empire (1875–1914)

This paper addresses the work of early critics of colonialism and Eurocentrism within Italian geography in the Age of Empire. At that time, a minority but rather influential group of Italian scholars, influenced by the international debates promoted by the anarchist geographers Reclus, Kropotkin and Me?nikov, fumed publicly at Italy's colonial ambitions in Africa. Their positions assumed, at least in the case of Arcangelo Ghisleri, the character of a radical critique of both political and cultural European hegemony. These approaches were linked to a similar critique of “internal colonialism”, both Austrian in the Italian‐speaking regions of Trento and Trieste, and Piedmontese in southern Italy. Based on primary sources, and drawing on the international literature on imperial geography and colonial and postcolonial sciences, this paper conjures up the Italian example to discuss how some European geographers of the Age of Empire were also early critics of racism, colonialism and chauvinism, and how these historical experiences can serve current debates on critical, radical and anarchist geographies.     

A critical approach to discipline of human geography as an apparatus for state hegemony in Turkey

This study examines the hegemony of political power on the discipline of human geography in Turkey. Throughout the history of the country, human geography curricula have been aligned with the nationalist and hegemonic power politics of state authorities instead of being guided by universal norms, thus ignoring Turkey’s sociopolitical and cultural geography. This is reflected in the contents of human geography text books at the high school and college level. Similarly, the subjects of articles that have appeared in the 12 academic geography journals published in Turkey within the last 71 years also support this claim. The intervention of political power in the academic identity of human geography and the efforts to align human geography curricula with a certain ideological view have resulted in the emergence of apolitical geographers, who remain deaf and blind to social issues. This study analyzes the negative features of human geography education curricula and their political implications in Turkey, and proposes several recommendations.     

Developing ethical geography students? The impact and effectiveness of a tutorial-based approach

This paper explores the effectiveness of a tutorial-based approach in supporting the development of geography undergraduates’ ethical thinking. It was found that overall the intervention had a statistically significant impact on students’ ethical thinking scores as assessed using a Meta-Ethical Questionnaire. The initiative led to a convergence of scores, having a bigger impact on those who had a relatively low score prior to the intervention. Interestingly, the approach had the biggest impact on students who self-identified as physical geographers. Unlike some previous research, there was little evidence of difference between male and female students.     

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.     

Learning to teach geography for primary education: results of an experimental programme

Students training to become primary school teachers appear to have little awareness of the core concepts of geography (teaching). To ensure that future primary school teachers are able to develop their pupils’ geographical awareness, a six weeks programme was developed. The characteristics of this programme – named Consciously Teaching Geography (CTG) – are: principles of good geography teaching, conjunction and a recurrent structure during training, modelling and reflection. In a quasi-experimental research design the question is answered what the effects are of CTG on the development of pedagogical content knowledge (PCK) for the subject of geography of first year primary student teachers. The results indicated that the programme has a positive effect on the domain-specific PCK development in the short term.     

The future role of GIS education in creating critical spatial thinkers

Teaching of critical spatial thinking in higher education empowers graduates to effectively engage with spatial data. Geographic information systems (GIS) and science are taught to undergraduates across many disciplines; we evaluate how this contributes to critical spatial thinking. The discipline of GIS covers the whole process of spatial decision-making, but GIS modules often ignore the context setting of spatial problems, and just cover the technical aspects of how to use GIS software. We outline how some existing GIS practicals could be improved to focus on the development of critical spatial thinking skills, competences and abilities that are valuable to graduates.     

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.     

Ethno‐traditional nationalism and the challenge of immigration

The rise of the populist right in the West is emerging as the most discussed manifestation of nationalism in the world today. In this paper, I argue that this ‘new nationalism’ is largely driven by immigration, which affects ethnic majorities within nation‐states. This in turn alters the ethnic character of the nation, challenging what I term the ethno‐traditions of nationhood. Our inherited concepts of ethnic and civic nationalism were developed in an earlier period when immigration was limited and territorial revisionism animated nationalist movements. Only on the furthest reaches of the extreme right is the worldview one of ethnic nationalism. In our demographically churning yet territorially static western world, we need a new term to describe the cultural nationalism of the anti‐immigration right. I characterise this as ethno‐traditional nationalism, a variety of nationalism which seeks to protect the traditional preponderance of ethnic majorities through slower immigration and assimilation but which does not seek to close the door entirely to migration or exclude minorities from national membership.     

Humanists and Travellers,Gorgons and Gorillas: Hanno the Navigator's Periplus and Early Modern Geography (1530–1630)

This article is concerned with early modern interpretations of Hanno the Navigator's Periplus, an ancient travel account of a Carthaginian voyage down the coasts of Africa. The early modern period saw a rise in interest in geographical knowledge, and the ways in which different authors used Hanno's voyage reflects their understanding of the role of geography in conceptualising the world. In these discussions, writers had to negotiate between the confusing portrayals of the voyage in the received classical tradition and new reports brought by voyages of exploration. Here, I will discuss how these syntheses between humanist methods and contemporary travellers' accounts were shaped by the economic and political concerns tied to the first wave of European overseas expansion. Amid this climate, ancient geographical knowledge found pragmatic applications in contemporary issues of navigation, commerce and claims of territorial possession, as well as shaping European perceptions of ‘self’ and ‘the other’. This paper thus seeks to situate humanist practices and classical knowledge within the wider context of overseas voyages and early modern political and economic developments.