Running with the ball? Making a play for sport heritage archives in Higher Education contexts

For considerable time, academia (in particular, the Humanities) has been in an intellectual, economic and pragmatic par des deux with the culture and arts sector (in this case, heritage, museums and archives). In many ways, given their respective pursuits of scientific enquiry and learning, valuable contribution to a knowledge economy, commitment to public enlightenment, and exploration of critical and creative endeavour, a relationship between the sectors makes sense. Unity notwithstanding, the relationships have become increasingly now influenced by (en)forced contextual constraints (e.g. government policy development and intervention, neoliberal market forces, structural and ideological shifts in funding acquisition and allocation, patronage changes and demands, and/or individual political priorities). Drawing on education and heritage scholarship, and theoretical frameworks of sport culture spaces, this paper examines efforts undertaken at one specific Higher Education establishment in the United Kingdom in which institutional agendas (vis-à-vis historical and cultural foci, encouraging ‘impactful’ academic activity, brand exposure, economic efficiency, and community engagement) have contoured, and become entwined with, an embryonic sport heritage and archive project. Recalling similar arrangements elsewhere, the aim of this case study is to explore how the wider education and cultural policy context have precipitated an increasingly symbiotic and dependent relationship between university and cultural/arts initiatives. The paper considers how the impetus to develop a sports-based (basketball) heritage archive and study centre reflects the current fragilities of the two sectors, yet, concomitantly, reveals the potentials that might be developed from fostering greater intellectual and pragmatic alliances. The paper concludes by advocating the practical, political and ideological usefulness of network formation, sustainability measures and continued cross-sector dialogue.     

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.     

A toolkit to implement graduate attributes in geography curricula

This article uses findings from a project on engagement with graduate outcomes across higher education institutions in New Zealand to produce a toolkit for implementing graduate attributes in geography curricula. Key facets include strong leadership; academic developers to facilitate conversations about graduate attributes and teaching towards them; ownership of the process by the teachers; the development of a contextualized set of graduate attributes for the geography degree; curriculum mapping to promote alignment between graduate attributes, learning outcomes and assessment tasks; incorporating high-impact educational experiences and signature pedagogies to foster graduate attributes; the use of evaluative data to inform continual enhancements; and allowing at least five years for curriculum renewal to occur.     

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.     

北洋政府的蒙古教育政策

本文主要依据档案资料对北洋政府的蒙古教育政策进行了概要探讨。认为虽然蒙古地区的情况比较复杂,但北洋政府还是出台了一些与蒙古教育有关的政策。这些政策尽管缺乏系统性,但继承了清末教育变革的精神,继续推动了传统教育和现代教育的接轨。这一时期蒙古教育的发展受到了社会动荡的严重影响,但热河、绥远、察哈尔三个有蒙古族分布的地区,其教育还是在困境之中维持或有一定程度的发展,这种发展更多的是来自于上述地区内部的发展要求。     

Teaching terrorism,saving the state? Education and geopolitical imaginations of terrorism in 12 violently challenged states

The role of education in political socialisation and the importance of terrorism discourses in promoting (or silencing) certain interests have long been acknowledged. This study combines both themes by asking: How do school textbooks, sanctioned by states that are violently challenged by internal opposition, discuss the issue of terrorism? I draw on, and contribute to, four distinct, yet related streams of research: critical geopolitics, critical terrorism studies, geographies of education, and young people's geographies. Simultaneously, while most work on the topic focuses on individual cases (typically of Western countries), I conduct the first comparative analysis of twelve countries from different world regions: China, Egypt, India, Kenya, Nigeria, Papua New Guinea, Peru, Philippines, Russia, Spain, Sri Lanka and Turkey. Contrary to recent claims, considerable heterogeneity persists regarding geopolitical imaginations of terrorism, while US-coined discourses are only infrequently adapted. However, there is still recognisable functionalist convergence as the states under analysis utilise their control of the education system in their internal struggles, mainly by portraying their opponents as evil, by ascribing a positive identity to themselves, and by calling for support by their citizens (including restrictions of human rights and democracy).     

定县实验与农村复兴运动

20世纪二三十年代晏阳初领导的以定县实验为主体的平民教育与乡村建设运动和国民政府倡导的农村复兴运动相结合,使乡村运动走上了“政治与学术合流”的道路,“合流”的结果产生了河北省县政建设研究院。在县政与研究院的双重作用下,平教会的工作得以推进,同时也因此失去了原有的独立地位。但是,无论怎样,这些现象表明当时政府和民间在重构国家权威上的一致性,在自觉地为达到“国家再造”这一目标而进行不懈的努力。     

对陆九渊“顿悟”教育理论的重新认识

南宋陆九渊是自孔子以来伟大的教育思想家之一,他的“顿悟”教育理论体系是对中国古代教育艺术思想、教学实践经验集大成的总结和继承。然而,千百年来他的“顿悟”教育备受歧视和排斥。重新认识“顿悟”教育,不仅是对宋代优秀教育思想的认可,且对当今的教育理念仍有很强的指导意义。     

Education in Maritime Archaeology: The Egyptian Case Study

The investigation of archaeological sites of maritime nature started in Egypt more than a century ago, with the discovery of the Dahshur boats (Haldane 1998) and the ancient harbour of Pharos (Jondet 1912); however, education in maritime and underwater archaeology in Egypt is still in its infancy. This paper will look at the development of maritime archaeology in Egypt as a scientific discipline and the progress achieved to date in providing Egyptian archaeologists with education and training in aspects of maritime archaeology and underwater cultural heritage.