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.     

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.     

Tourist,local, or other?: Greek Canadian women and the heritage fling in Greece

This article examines the romantic and sexual encounters between Greek men and Greek Canadian women vacationing in Greece and addresses how constructions of Greek Canadian female sexuality are related to foreign and local Greek conceptions of femininity during these ‘holiday flings’. Because of their Greek ancestry, Mediterranean ‘looks’, and familiarity with language and culture, Greek Canadian women exhibit ambiguous identities that uphold and cross boundaries between outsiders and insiders. Drawing on long-term fieldwork, I explore the conceptualizations of ancestral and national identity underpinning Greek women's erotic desires for Greek man who embody ethnic authenticity to them. Yet, Greek men thwart these desires when they subvert Canadian women's economic power through challenging their cultural literacy (such as a lack in language skills, etiquette, or sexual knowledge). This article addresses the question of how diasporic women's heterosexuality subjectivities – bound up with hybrid ethnic and national affiliations – take on different meanings across locales and times where transnational sex and romance are everyday occurrences.     

Tourist motivations in relation to a battlefield: a case study of Kinmen

ABSTRACT

To assess tourist motivations at the battlefield site on Kinmen Island of Taiwan, an empirical investigation was conducted. From a convenience sample, we collected 437 effective responses of respondents including domestic and international tourists with different cultural background in Kinmen. The structure of motivation was first examined via factor analysis. Then ANOVA analysis was applied to address the influence from demographic aspects such as gender, age, and nationality. Our results show that personal, spiritual, experience, physical, and emotional perspectives are five major sources of motivations. More importantly, age and nationality are confirmed to be two major dimensions to segment tourists in the context of battlefield tourism. Tourists with older age have higher motivations toward the battlefield site in comparison with young tourists. In addition, tourists with different cultural background based on different nationalities are significantly motivated by various motivational factors. The example of Kinmen contributes theoretically to a better understanding of the motivational attributes in a battlefield site, and how they represent a basis for increasing tourist perceptions. The motivational mechanisms and factors explored in this case can be incorporated into marketing strategies. Additionally, our results also provide a viable basis for the tourism authorities concerned to reevaluate the essence of its tourism industry in the context of battlefield resources and attractions.     

The Rise in Power of Crown Prince Mohammed bin Salman

Crown Prince Mohammed bin Salman is moving across the international stage as the future King of Saudi Arabia. He has the support of his father, Saudi royals, and the oil income of his country. He also has 10‐year plan he agreed upon with the King called Vision 2030. The three components of the Vision are to diversify the oil‐based economy to include technology and tourism, to make the country the heart of Islam and Arab culture and to become the economic and geographic hub of Asia/Europe and Africa. His rise in power will depend upon his skill in expanding the religious tolerance of Saudi people, the current economic structure of the country, and the education of the youth. He is simultaneously addressing all these challenges in order to cement the country's future sustainability. Suggestions for enhancing his multifaceted impact on his country are provided.     

Simultaneous identities: ethnicity and nationalism in mother tongue education in Nepal*

The scholarly works on ethnicity and nationalism have been highly dominated by binary frameworks. In addition, the normative preference for civic consciousness and the concerns of national disintegration often separate the notions of ethnicity and nationalism. This article suggests that the notions of ethnicity and nationalism cannot be understood exclusively as a choice between maintaining the integrity of the nation and completely rejecting it. Drawing on fieldwork in mother tongue schools in Nepal, the article draws attention to the ways in which school actors discursively positioned ethnic identity as imperative to national identity, the one that bolsters the notion of Nepali nationhood. By paying close attention to the everyday context within which discourses of nationalism are situated, this article argues for an analytical necessity to approach ethnicity and nationalism in relation to each other to appreciate the process of symbolic negotiations in public spaces.     

The influence of territory on innovation network design in mountain tourism resorts

As there is little research on the link between territories and interorganisational networks, this paper examines how the nature of a territory influences the characteristics of innovation networks. It compares the innovation network forms of two types of territories (high-altitude and medium-altitude mountain resorts) regarding four characteristics of networks widely debated in the literature: the nature of the relationships between members, the mode of regulation used, the architecture, and the geographical proximity of members. This research makes a significant contribution to both the spatial development and innovation management literature: indeed, our results show that according to the nature of the territory, innovation networks differ in terms of partners, geographical proximity, and regulation mode. However, the nature of the territory does not seem to influence the architecture of the innovation network since those networks need a hub organization that orchestrates the partners’ actions. These results, by providing a better understanding of the characteristics of innovation networks, help tourist territories to better attract customers.     

Geography's secret powers to save the world

The purpose of this paper, prepared to present at the 2018 joint Canadian Association of Geographers (CAG) and International Geographical Union (IGU) regional conference, is to suggest three strategies, framed as proposals, that geography and geography education can deploy to “save the world.” The first proposal is to expand explicit instruction in spatial thinking to close gender‐based achievement gaps. The second proposal is to apply research from the learning sciences to develop persuasive geography curricula and instructional materials. The third proposal focuses on ways social media and geospatial technologies can be employed in civic education, an idea termed “spatial citizenship.” The paper suggests a re‐envisioning of geography education with an enhanced focus on teaching for, in, and about a world that fully appreciates difference and acts on that appreciation.