Female Representation in the Discipline of Geography

This report updates earlier findings of women's progress in the discipline of geography from a feminist perspective. A variety of data sources are used in the analysis, including survey data from doctorate-granting US geography departments. Results reveal that there has been progress; however, significant inequity remains in student and faculty representation, particularly in the upper levels of the discipline.     

华侨华人学科建设的反思：东南亚历史研究的视角与经验

本文的讨论围绕三个层面展开 :华侨华人研究 ,东南亚 (华侨华人 )研究以及笔者个人对槟城—吉打州华人商业与权力关系的研究。争论的实质是这样一个理论与方法论的问题 ,即华侨华人研究应该分别被视为某一孤立的主题研究领域、区域研究和学科研究方法 ,还是一个相互关联的结合整体的问题。本文并非企图为华侨华人研究确立一个标准 ,而仅仅是呈献一个实例 ,即把个人的研究视角和经历 ,结合大的结构、进程、理论和方法论的关怀等问题 ,进行情景化的考察。     

French geography, cartography and colonialism: introduction

This paper provides an introduction to a special feature of the Journal of Historical Geography devoted to recent research, by French scholars, on the relations between French geography, colonialism and the mapping of colonial boundaries, with particular reference to Africa between the late nineteenth and mid-twentieth centuries.     

‘But this is not geography…! of ontological circumcisions and writing feminist geographies from India

Abstract

Feminist geography still remains at the margins of human geography in India. The space occupied by the subfield, the nature of research and the skepticism routinely encountered by feminist geographers ‘doing gender’ in India all point to this marginal status. Drawing upon detailed status reports, personal communications and everyday encounters with patriarchy in the academy, this essay uses an autobiographical lens to address the pervasiveness of misogyny and the politics of gendered parochial and caste-based gatekeeping to make sense of the peculiar but marked ‘ontological circumcision’ of feminist geographies in India. ‘Coming out’ as a feminist geographer and writing gender from such locations is political and should be read as a resistance to these caste-ridden, male dominated and inherently misogynistic contexts.     

“It was amazing to see our projects come to life!” Developing affective learning during geography fieldwork through tropophilia

This research, conducted with groups of undergraduate students before and after a European fieldwork exercise, critically examines the pedagogic value of fieldwork and its ability to provide students with transferable skills. This is achieved using Anderson and Erskine’s lens of tropophilia – the aesthetic connection between people and place – to explore the influence of “being” in the field upon affective learning. In doing so, this research suggests (1) that encouraging students to recognize how their own affective skills may influence the types of knowledge(s) that are produced on fieldtrips and (2) that people-place connections have the ability to inspire students to become more self-reflexive about their position(s) as learners.