明代武昌府城江岸修筑的初步研究

在明代,由于水患频发和长江主泓变动等原因,湖广武昌府城沿江江岸屡屡崩陷,当地政府遂启动江岸修筑工程。考诸史志,明代武昌府城的江岸修筑主要约有四次,分别是正统七年(1442)、成化三年(1467)、万历十七年(1589)和万历三十四年(1606)。最终修成的江岸,自武昌府城南门望山门外(今武昌解放路南端解放桥附近)起,向西折至江边,又沿江边中经黄鹤矶向下游延伸至坛角地区(今武昌和平大道武汉工人文化宫以西),长约5公里。这条堤岸确定了武昌城沿江江岸的基线,将武昌城的城市空间扩展到江边,并延续至今。     

Beautiful Geography: The Pictorial Maps of Ruth Taylor White

This paper explores the career of Ruth Taylor White, an American cartographic illustrator who published a significant number of pictorial maps from the 1920s into the 1940s. Taylor White’s ‘cartographs’ (as she called them) were characterized by her signature bobble-headed cartoon characters who romped through colourful, attractive landscapes. These visually rich and highly narrative maps simultaneously strove for accuracy and engaged in profound stereotyping with regard to culture, race, gender and class. They reveal not only the aesthetic and conceptual preferences of their maker but also the cultural biases of their middle-class, white American audience.     

Where the violence happened matters. Geopolitical framing and assessments of collective responsibility for historical violence.

Mass violence always takes place in a particular geopolitical context, and how that context is understood influences perceptions of collective responsibility. As international borders shift, often in the wake of war, events that occurred within one geopolitical entity can be understood has having taken place in another. The influence of such geopolitical framing on judgments of collective responsibility remains understudied. Two studies examine how geopolitical frames lead to shifting assessments of collective responsibility for historical mass violence. By depicting historical violence within a particular geopolitical entity (e.g., a country), that entity was perceived as being more responsible for the violence. The studies are set within the contexts of German-occupied Poland and the British occupation of the Indian subcontinent. The ramifications of these findings are discussed for the teaching of history, the commemoration of historical victimhood, and for our understanding of assessments of collective responsibility and geopolitical framing more broadly.     

Interpretive field geomorphology as cognitive,social, embodied and affective epistemic practice

This article examines the epistemic practices of interpretive field geomorphology—that is, the in-the-moment act of “seeing the landscape” geomorphologically. Drawing on the philosophical works of Wittgenstein and Merleau-Ponty, it aims to bring to light the complex, multi-dimensional, knowledge-producing process of field observation and interpretation. Methodologically the study is based on geomorphologists' accounts of their fieldwork, gathered through questionnaire and interviews. By paying attention to what geomorphologists say they are doing in the field, interpretive field geomorphology is articulated as a combined cognitive, social, embodied, and affective experience through which understanding is arrived at. The paper thus sheds light on one part of what Brierley et al. call “the dark art” of geomorphological interpretation, and draws out implications in terms of researcher positionality, researcher training, and offering an epistemic justification for field-based pedagogies.     

The influence of an integrated PBL format on geography students’ perceptions of their self-directedness in learning

Problem-based learning can be implemented in South African geography teacher education to foster geography students’ self-directed learning skills. The purpose of this longitudinal case study was to determine B.Ed. geography students’ (n = 45) perceptions of their self-directedness in learning in integrated problem-based learning experiences over a three-year period. The study used quantitative and qualitative research methods based on questionnaire application and semi-structured focus group interviews. The students completed a standardized questionnaire at regular intervals with the implementation of integrated problem-based learning experiences in geography modules over a three-year period. Focus group interviews with participants (n = 8) were employed to get a deeper understanding of the results of quantitative data. The results indicated that the geography students’ self-directed learning scores increased with the implementation of an integrated problem-based learning format in geography over the three-year period. The students who measured average, below average and low levels of self-directed learning at the beginning of the study had the highest increase in self-directed learning scores over the three years. The female students’ perceptions of their self-directedness in learning had higher increases in their self-directed learning scores after the problem-based learning interventions when compared to the male students.     

Geography and Global Change Science: Relationships Necessary,Absent, and Possible

Initiated by geoscientists, the growing debate about the Anthropocene, ‘planetary boundaries’ and global ‘tipping points’ is a significant opportunity for geographers to reconfigure two things: one is the internal relationships among their discipline's many and varied perspectives (topical, philosophical, and methodological) on the real; the other the discipline's actual and perceived contributions to important issues in the wider society. Yet, without concerted effort and struggle, the opportunity is likely to be used in a ‘safe’ and rather predictable way by only a sub‐set of human‐environment geographers. The socio‐environmental challenges of a post‐Holocene world invite old narratives about Geography's holistic intellectual contributions to be reprised in the present. These narratives speak well to many geoscientists, social scientists, and decision‐makers outside Geography. However, they risk perpetuating an emaciated conception of reality wherein Earth systems and social systems are seen as knowable and manageable if the ‘right’ ensemble of expertise is achieved. I argue that we need to get out from under the shadow of these long‐standing narratives. Using suggestive examples, I make the case for forms of inquiry across the human‐physical ‘divide’ that eschew ontological monism and that serve to reveal the many legitimate cognitive, moral, and aesthetic framings of Earth present and future. Geography is unusual in that the potential for these forms of inquiry to become normalised is high compared with other subjects. This potential will only be taken advantage of if certain human‐environment geographers unaccustomed to engaging the world of geoscience and environmental policy change their modus operandi.     

Intimacy and angst in the field

This article explores the paradoxes of angst and intimacy in ‘the field.’ One aim of feminist research is to attend to overlooked day-to-day practices through which difference and power work. Yet, this focus on intimate and submerged experience is also risky, potentially asking that people share their most intimate experiences with the researcher. How does such attention to the personal lives of others intersect with ethical demands and postcolonial critiques of representation? A desire to understand the submerged life of the geopolitical in women's day-to-day life in India's Ladakh region has driven my research on the politics of marriage and contraceptive choices. Taken by a feminist approach to the geopolitical, I sought out the ways that intimate life was inflected by territorial struggles, without adequately comprehending either the promise or the risks of making intimacy and the body a subject of research. This work was complicated and enriched by my status as a foreigner married into a local family, which provides a not-quite-outsider positionality. This article reflects on the role of intimacy in fieldwork in two senses: doing research on intimacy, and navigating intimacies in and after the field. I argue that intimate fieldwork is full of both promise and peril for feminist researchers. I call then for careful engagement with such topics, and for a rethinking of the boundaries of the field as they relate to the researcher, who carries these boundaries in his or her own body when navigating social relations in the field.     

Rethinking the place of emotions in the field through social laboratories

The insights of feminist science and technology studies (STS) into the constructed and situated nature of knowledge have proved crucial to informing feminist geography. Since the rise of emotional geographies, feminist methodologies no longer simply reflect on questions of positionality, partiality, and power relations, but also on the role of emotions in the field. In this article, we argue that a feminist STS perspective has much to offer when thinking about the way emotions are engineered, controlled, and negotiated in research processes. Our engagement with what we call ‘social laboratories’ – i.e., spaces in everyday life where (experimental) research is conducted with human beings – advances debates in feminist geography, as these laboratories crystallize the emotional entanglements feminists encounter in the field. Looking at economic experiments in Ghana and fertility clinics in Mexico, we discuss the difficulties of doing feminist fieldwork in these experimental research spaces. We argue that the constant negotiation of emotions and ethics is crucial to access, assess, and do fieldwork in research settings that do not adhere to feminist ideals, but nevertheless have gendered effects on women's and men's lives. Rethinking ‘the place of emotions in research’ (Bondi 2005, in Emotional Geographies, edited by Joyce Davidson, Liz Bondi, and Mick Smith, 231–246, Aldershot: Ashgate) through social laboratories forges instructive links across feminist/emotional geographies and social studies of science.     

Expectation,motivation, engagement and ownership: using student reflections in the conative and affective domains to enhance residential field courses

Residential field courses are important and should be designed and delivered to maximize their value to students, staff and institutions. In this context, we use a novel approach involving analysis of the daily affective and conative reflections of students immersed in the field course experience to better understand student engagement with fieldwork. We show that students base their field course choice on a range of factors (costs and benefits) and that these choices subsequently influence student expectations and motivation to engage with fieldwork. We also show that the motivation of students to engage with fieldwork-based learning varies from person to person and from day to day. Our findings suggest that having a more nuanced understanding of the decisions students make when deciding which field course to enrol upon would enhance our ability to design attractive, accessible and useful field courses; that having an awareness of the expectations of students around field courses would enable us to better prepare them to undertake them; and that students are more motivated when they are afforded an opportunity to work independently and perceive themselves to have ownership of their learning.