The complexity of aspiration: the role of hope and habitus in shaping working-class young people’s aspirations to higher education

In this paper, I explore how working-class young people in Leicester hope and plan for their futures as they consider the possibility of attending university. I respond to Pimlott-Wilson’s [2011. “The Role of Familial Habitus in Shaping Children’s Views of Their Future Employment.” Children’s Geographies 9 (1): 111–118] call for further research to investigate how individual dispositions and habitus affect how young people hope and aspire towards the future. I do this in three ways. First, I empirically test Webb’s [2007. “Modes of Hoping.” History of the Human Sciences 20 (3): 65–83] hope theory to understand how aspirations are formed on an individual and societal level. In doing so, I critically question what is understood by the term ‘aspiration’. This allows me to question what it means for young people to ‘raise aspirations’ towards university. Second, I explore how a spatial analysis can contribute towards an understanding of how habitus, hope and aspirations interlock to shape young people’s futures. Third, I argue that hope can be regarded as a form of capital which in turn influences habitus.     

The Erasmus undergraduate exchange programme: a highly qualified success story?

Erasmus is regarded as a European success story: an example of cross-border cooperation and an opportunity for students to improve their inter-cultural skills and work capacities. This article takes an in-depth look at this success, examining recent trends in Erasmus mobility. Analysis shows that while certain countries have greater numbers of students outgoing than incoming, the converse situation is found in countries such as Portugal. To explain this imbalance, evidence is drawn from a study of Erasmus in Portugal conducted during 2016. While the popularity of the country as a destination is related to low cost of living, friendliness and educational quality, interviews with managers of the Erasmus programme reveal other factors that limit the participation of local students. This includes the low level of Erasmus scholarships for undergraduates from families affected by the economic crisis, with exchange students also increasingly viewed as tourists and consumers as well as learners.     

Evaluations of diaries and GPS-enabled trackers to plot young peoples’ geographies – asking the participants what they think

Insights into the personal geographies of young people can be gained in many ways, but there is not always a focus on the effectiveness of the methodologies used, through a comparison of the different approaches, nor is there often an examination of how the participants in the study perceive the effectiveness of the research methods. Two methodologies are explored in this study: self-completion mobility diaries and the wearing of global positioning system-enabled tracking devices. The study focuses on the perceptions of the teenage school student respondents in the study (n?=?15) with relation to the user friendliness, the perceived accuracy, and the ease with which travel patterns can be recreated from the data. The participants were able to evaluate the two methodologies and to make judgements on the criteria provided. We argue that participants can contribute significantly to post-research methodological reflection.     

Does specific demographic education change young people’s opinions about reproduction? The case of Serbia

Population education is one of the strategic measures to encourage giving birth in low-fertility Serbia. The expected result is that such education may have an effect on reproductive intentions and overall people behavior. This study explores the thoughts about reproduction of three different student groups from the University of Belgrade, whereas their specific knowledge about demography ranges from basic to very good. The intention was to clarify whether awareness and knowledge about demographic problems change attitudes on reproduction of future highly educated people. The study was performed via a survey that was conducted among: Demography students, who have studied demographic phenomena for at least 3 years, students who have taken only one course in demography during their studies and students who have not acquainted themselves with demographics throughout their studies. It is based on the students’ views of ideal, desired and expected family size, on an evaluation of factors that affect reproduction, on identifying other beliefs relevant for future reproduction, as well as on a discussion with Demography students. Demographic education did not show to be an essential factor of differentiating reproductive norms of students. “Collective rationality” and a reflection of the economic crisis on reproductive intentions are dominant student responses.     

The changing nature of GIS and the provision of formal GIS education in the UK: a case study

The arrival of the term Geographical Information System (GIS) in the 1960s soon created a demand for training and education in the use of this specialist hardware and software. Initially the main focus was on training people to use GIS, formal named degree programmes leading to postgraduate and undergraduate qualifications arrived later. This paper explores the changing landscape of U.K. degree level GIS education drawing on contemporary information from Higher Education Institution websites and a case study of the first single honours degree in GIS in Europe. The paper identifies a rise and fall in the number of named undergraduate “GIS” degrees since the late 1980s sandwiched between the continuation and development of postgraduate qualifications. In parallel with this trend the teaching and learning of GIS skills has emerged as a core component of undergraduate degree programmes with “Geography” in their title and in national school and degree level benchmarking statements for the discipline.     

Troubled Traditions: Female Adaptive Education in British Colonial Africa

This article examines African female education reform between the wars as a conjuncture of transnational philanthropic initiatives and state and missionary objectives on the ground. Through a comparative treatment of four schools in West, East and South-Central Africa, it shows that the search to recover and re-create the authentic African subject was a gendered process that aimed to critique one brand of colonialism (settler and industrial capitalism) by bolstering another (indirect rule). The schools at Achimota (Gold Coast), Kabete (Kenya), Hope Fountain (Southern Rhodesia) and Mbereshi (Northern Rhodesia) all idealised women’s traditional education as the key to offsetting the dangers of modernisation and preserving the integrity of the social body, and ‘adapted’ their curricula accordingly to their perception of women’s normative economic and social roles. However, the internal contradictions of this project stymied any possibility of implementing it in a cohesive way, and even its advocates and architects were often forced to admit the limits of tradition as a coherent logic or redemptive force. The gendered contours of adaptation, therefore, showed the potential of education to destabilise as much as to reinforce the shifting paradigms of the colonial project.     

The journey as a transcultural experience for international students

An international two-year Erasmus Mundus MA, Transcultural European Outdoor Studies (TEOS), uses the journey as a central metaphorical concept, the “peregrinatio academica”, and experiential pedagogy. Students study human nature interactions through the lens of outdoor education and recreation while travelling for a semester at a time in three European countries: England, Norway and Germany. We argue that the transcultural concept is facilitated by the diverse nationalities of the student cohort and the concept and experience of the journey. Empirical evidence from student feedback, course discussions, and staff reflections is used to explore the ways in which the programme elucidates ideas of expert and Eurocentric knowledge of landscape and learning by valuing individual knowledge constructions and new research. Simultaneously, we argue that the typical European “gaze” on the “other” somehow is reversed as “others” gaze at European cultures, and, to some degree, contribute to destabilizing culturally taken-for-granted knowledge. This offers new opportunities for a more nuanced transcultural exploration of human nature interactions in diverse landscapes and cultures. We conclude that the knowledge and skills developed by this programme supports the development of “transculturalized” students with the enhanced capacity to shift between and discuss diverse positions and ways of viewing and knowing.     

Teaching and learning on a transnational education programme: opportunities and challenges for flying faculty in Geography and related disciplines

Within the context of the internationalization of UK higher education, an increasing number of UK-based institutions are developing collaborative degree programmes with overseas institutions, of which partnerships with institutions in China are the most common. This paper employs a critical reflective approach to explore, from different perspectives (self-reflection, student feedback, our colleagues’ experiences), some of the opportunities and challenges that exist for flying faculty through critical reflection on the author’s own flying faculty experiences delivering an introductory Physical Geography module in China. Teaching in an unfamiliar environment brings with it a plethora of challenges, however; for staff in Geography and related disciplines, active engagement with the external world through field-based learning is perhaps the most challenging aspect of any overseas teaching experience. As such, a particular focus of this paper is on the challenges, and potential solutions, of incorporating field-based learning and teaching in the international classroom. Ultimately, faculty with international teaching experience are best placed to develop and enhance the internationalization of their own institution’s curricula.     

From folk history to empathy: contesting heritage values in Chinchero,Peru

In the small Peruvian, Quechua-speaking town of Chinchero, processes of heritagization of the Pre-Hispanic legacy encouraged by the State and supported by the tourist industry have been trying to create among the population an obligation of historical and emotional identification with their Inca ancestors. This operation has been mainly effected through the territorial transformation of the vernacular space of the Inca ruins into an archaeological site for tourism consumption. The operation has left out other histories grounded in grassroots events, like the struggle for the land against the abusive landowners that took place during colonial times. More than the distant history of the Incas, it is this kind of more recognisable and meaningful folk history what people remember the most and what largely constitutes the fabric of social memory in Chinchero. It is precisely folk history what forms the basis for local heritage values that, unlike what happens with the Inca remains, express intense affective ties with the physicality of other non-archaeological spaces. In light of these developments, the author explores how the people of Chinchero are contesting official versions of heritage and history by foregrounding the emotional power of their own heritage values.     

Commemorative events at destination memorials – a dark (heritage) tourism context

In the past, sites and events related to war and atrocities were viewed in the wider context of heritage tourism. The term ‘dark’ was added with the aim of recognising heritage sites closely related to death and suffering. Given that commemorative events as part of dark heritage are not prevalent in heritage and tourism literature, there is a need to understand the behaviour of visitors involved in visiting these sites or attending this type of event, which presents a special challenge. Public commemorations, especially those that mark particularly disturbing occurrences, such as ‘The Great School Hour’ – an event which is presented in the artistic form of a ‘school class’ – are unique form of tourist activity that has not been thoroughly investigated previously. Thus, the aim of the study is to explore the influence of the main motivators on revisit intention and willingness to recommend for those who attended the commemorative event ‘The Great School Hour’ in Kragujevac, Serbia, with a particular focus on younger people. The results suggest that learning, emotional response and uniqueness have a significant positive effect on revisit intention, while emotional response and uniqueness have a significant positive effect on willingness to recommend.