Using the Internet to Support International Collaborations for Global Geography Education

This paper reports the results of a pilot study that evaluated a prototype instructional module designed to support international collaborative learning in the World Wide Web. The module, Migration, was tested at four higher education institu tions in the United States, Canada, and Australia. Students valued the opportunity to learn global geography by collaborating electronically in multinational teams, yet many students complained about confusing instructional procedures and uncooperative team members. The results of the module evaluation provide useful suggestions for managing pedagogical issues related to the process of online international collaborative learning.     

Topic Modeling and Text Analysis for Qualitative Policy Research

This paper contributes to a critical methodological discussion that has direct ramifications for policy studies: how computational methods can be concretely incorporated into existing processes of textual analysis and interpretation without compromising scientific integrity. We focus on the computational method of topic modeling and investigate how it interacts with two larger families of qualitative methods: content and classification methods characterized by interest in words as communication units and discourse and representation methods characterized by interest in the meaning of communicative acts. Based on analysis of recent academic publications that have used topic modeling for textual analysis, our findings show that different mixed‐method research designs are appropriate when combining topic modeling with the two groups of methods. Our main concluding argument is that topic modeling enables scholars to apply policy theories and concepts to much larger sets of data. That said, the use of computational methods requires genuine understanding of these techniques to obtain substantially meaningful results. We encourage policy scholars to reflect carefully on methodological issues, and offer a simple heuristic to help identify and address critical points when designing a study using topic modeling.     

Frontiers’ violence: The interplay of state of exception,frontier habitus,and organized violence

As global capitalism is expanding to the most remote areas of the world, the notion of “frontier”, where competing social orders are contesting each other, is gaining traction in academic analyses. Contemporary frontiers are associated with resource exploitation in marginalized spaces and processes of socioecological transformation, which are characterized as particularly violent. This article offers a conceptual contribution to the frontier debate by putting violence in the center of a frontier concept. Building on a sociology of violence, this approach assumes that every social order comes with some form of organized violence. We argue that the frontier is characterized by a tidal passage: Existing orders and their institutions, which socially embed and constrain a particular use of violence, are challenged by an expansive order which comes along with new formations of violence, leading to a reorganization of violence. Thus the frontier describes a momentum in which the interplay of social order and organized violence becomes highly disputed. Representatives of the expansive order refuse to recognize existing orders and favour a state of exception, in which law is set aside to impose the new order.     

Housing in the face of crisis: The influence of Israel's 2011 protest on housing policy

Do social protests affect government housing-related decisions? If so, in what way? To answer this question this study examines the influence of Israel's 2011 social protest on the government's housing policy, using an empirical cumulative-aggregative analysis of housing-related decisions over the past two decades. The empirical analysis is based on two generic classifications of government interventions commonly used in housing literature: first, decisions aimed at increasing the housing stock (supply-side), as opposed to policies aimed at augmenting consumers' financial capacity to obtain adequate housing (demand-side); and second, decisions that encourage homeownership as opposed to those that promote rental housing. The research findings show that the 2011 social protest definitely affected Israel's housing policy, because it prompted the government to engage in housing. However, the interventions introduced focused largely on increasing the inventory of housing units (supply-side) for homeownership and benefited mainly members of the middle class who qualify for mortgages and investors. Thus, despite the increase in government involvement in the post-protest period, Israel's housing policy has remained neoliberal, though in an advanced form of neoliberalism that combines market-oriented policies with centralized tendencies, which we call “centralized neoliberalism.” The study discusses the findings and their implications for various population groups. Given the current global affordable-housing crisis, the findings are relevant to many countries whose existing neoliberal housing policy is failing to address housing-market problems and challenges.     

Social sustainability tool for assessing land use planning processes

The aim of this paper was to develop a social sustainability tool to clarify what social sustainability means in land use planning processes. The tool was developed through a robust research process covering a large amount of scientific literature and built environment sustainability assessment tools. To assess how the developed tool works in practice, we used it as a coding system for the assessment of social sustainability in a case study from Finland. The case study includes the master planning process of a medium-sized city and the legal framework guiding it. The theoretical contribution of the paper lies in creating a holistic tool for the assessment of social sustainability in planning processes. This study also provides a strong practical contribution, as it goes beyond theoretical definitions to the pragmatic level by providing exemplary measures to be used in designing and implementing processes. Therefore, this paper is a valuable source for those stakeholders (for example planners, developers and policymakers), who struggle with the issue of the successful implementation of social sustainability practices, and it will help them to benchmark their processes against the themes found in the tool.     

From the interpersonal to the internet: social service digitisation and the implications for vulnerable individuals and communities

In Australia, e-government is continuously re-defining service boundaries. While this may be good in the case of transactional interactions, for example the online submission of tax returns, it is less clear that interpersonal services, such as working closely with the long-term unemployed, are best delivered digitally. We consider the impact of social services digitisation on vulnerable communities drawing on an analysis of remote Aboriginal communities. Digital uptake affords great opportunities, but it also carries risks. Some communities have no digital infrastructure and in certain cases traditional face-to-face services have been curtailed, leaving those not online with reduced assistance. We find that concerns about the ‘digital divide’ are well founded. Problems generated by e-government flow across boundaries and appear left to the third sector to resolve with the state playing an even more diminished role in the lives of disadvantaged citizens.     

Talking to others: analysing tourists’ communications on cultural heritage experiences

In the area of cultural heritage, tourists’ experiences emphasise not only the moment and its personal nature but also socio-cultural traits. These experiences when expressed (social communications) are an important gateway to knowledge about tourists’ sense-making processes. This paper reports on the mediation between tourists and heritage sites via comments on a digital platform (TripAdvisor) about two Spanish tourist destinations with opposing characteristics and four heritage sites, which are analysed. The methodology used seeks to transcend the individual and anecdotal aspects of tourists’ comments. Indeed, the results obtained show the relevance of the humanisation and the discursive weight of heritage contexts in emotional/personal stories. Tendencies observed in non-regulated contexts confirm the role of a complex negotiation at cultural heritage sites and highlight the need to explore possible exchanges of sense in tourists’ encounters with such sites.     

Radical Urban Horticulture for Food Autonomy: Beyond the Community Gardens Experience

For those who are interested in radical changes, it is important to analyze the forms of resistance that promote self‐managed practices, also at apparently very small scale. In Italy the experience of “community gardens” is usually named “orti urbani”. In the last 10 years, the occupation of abandoned urban spaces to set up orti urbani has increased within the squatting movement. The case of the city of Rome is interesting because there has been a widespread activity to organize self‐managed spaces to grow fruit and vegetable plants. These initiatives make up not only potential spaces of dense social networking, political action and discussion on environmental issues, but also supporting large food autonomous configurations such as Genuino Clandestino, that are challenging dominant food production. A proliferation of orti urbani located in Social Centers, squatted houses or other abandoned spaces represents a scalar strategy to re‐appropriate and commune urban space.     

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.     

To understand and be understood: facilitating interdisciplinary learning through the promotion of communicative competence

Whilst interdisciplinarity has become a central concern of research and learning in geography, few from the discipline have considered the practical facilitation of interdisciplinarity in the classroom. Module convenors, I argue, must pay greater attention to how learners engage and negotiate with peers and perspectives from other disciplines. In this paper, I focus on my own efforts in designing and teaching a second year undergraduate course on health, biomedicine, and society, to illuminate the opportunities and challenges facing teaching staff who seek to provide opportunities for interdisciplinary learning in the classroom. Drawing upon theories of communication, I demonstrate the significance of developing “communicative competence” as a pathway to successful interdisciplinary learning. Unless learners from one discipline can understand, and be understood by, peers from other disciplines, the accomplishment of interdisciplinary learning is undermined. Interdisciplinary modules should include learning outcomes that facilitate student development in this area. Approaching interdisciplinary learning through the lens of communicative competence casts critical attention upon the central abilities and cultural sensitivities that are the hallmarks of interdisciplinary collaboration – from negotiating meaning to critical disciplinary awareness – and highlights the lessons that interdisciplinarity poses for disciplines, such as geography, tasked with preparing students for interdisciplinary learning.