The Terrible Geographicalness of Terrorism: Reflections of a Hazards Geographer

Oppositional engagement with the phenomenon of terrorism by geographers could bring much needed scholarly clarity and balance to the militaristic dominant discourse on terrorism. The hazards subfield within the discipline of geography is germane to research on terrorism, as hazards geographers have been deeply concerned with environmental and technological extremes threatening human life and well‐being. A hazards perspective on terrorism could contribute towards defining terrorism, clarifying the contours of the terrorism discourse, root causes, and response. Insights gleaned from geographical research on social violence, technological and environmental hazards can be eminently applicable to researching various aspects of terrorism. The fundamental point is that terrorism is a deeply geographical phenomenon with potentially disastrous consequences for international peace. Beyond enhancing human safety, the geographical research agenda in terrorism will be part of the struggle to wrest control of the terrorism terminology away from the Western politico‐military elites, to keep them from using it to whip their real or imagined enemies.     

The Langkawi Global Geopark: local community’s perspectives on public education

The study reported in this paper represents one of the first attempts at exploring the perspectives of the local communities on the designation of Langkawi Island in Malaysia as a UNESCO Global Geopark. It is premised on the widely acknowledged assertion that the local communities constitute an important group of stakeholders in the planning and implementation of development activities. Hence, the communities living in the geopark areas in Langkawi are considered important stakeholders who play a crucial role in the development of heritage tourism in Langkawi Global Geopark. This paper examines their views on their appreciation of the geopark as heritage, the interpretation of their shared values, the benefits and opportunities afforded by the geopark, and the extent of their involvement in the implementation of geopark activities. The findings point to the need for more support for public education programmes, and awareness initiatives aimed not only at ensuring community engagement with the development of Langkawi Geopark but also at generating stewardship actions from the community.     

Reviews

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The impact of mobile augmented reality in geography education: achievements,cognitive loads and views of university students

Augmented reality (AR) technology is commonly used in education. AR offers a combination of the virtual and real world; thus, it can help students in learning abstract and complex subjects. The purpose of the current study was to determine the impact of mobile AR technology on achievement, cognitive load levels and views of 95 first-year university students (40 in the experimental group and 55 in the control group) enrolled in a geography course in the social sciences education department of the education faculty of a university in Turkey. A sequential explanatory design, a mixed method type of research, was used. The data were collected using an achievement test, a cognitive load scale, and a semi-structured interview form. The results of the study showed that AR increases students’ achievement and decreases their cognitive load levels, and the students’ views about AR technology were positive. Consequently, it can be stated that mobile AR technology is a useful tool for teaching geography, especially geomorphology topics.