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.     

也说师■鼎铭的“困(韋東)伯太师武”

师■鼎铭"困伯太师武"一句的"困(韋東)"二字,原文写法非常奇怪。裘锡圭先生释为"東(韋東)",读为"范围",认为是遵循、效法之意。本文同意把后一字释为"(韋東)",但把前一字改释为"困"。"困(韋東)"也是遵循、效法的意思。     

A hard binary to shake: The limitations and possibilities of teaching GIS critically

This paper builds upon studies employing a syllabi-based methodology that suggest a tendency for critical geographic information science (GIS) courses to emphasize reading/discussion about GIS without actually doing GIS, and for traditional GIS instruction courses to emphasize the technical capacities of GIS software without incorporating critical theory in substantive ways. However, through ethnographic evidence we reveal that there is likely more innovative theory-practice transcending pedagogies being utilized than would necessarily show up in such a syllabi-based methodology. There are also very real and differentially manifest pragmatic, departmental, and institutional barriers in place to effectively incorporating critical social theory into courses that actually do GIS. We first catalogue these barriers as a means of ascertaining what can (and cannot) be done to overcome them through GIS pedagogic innovation. We then outline the (often-veiled) pedagogic strategies deployed by critical GIS scholars today to navigate and circumvent these barriers.     

废甲编区:清初衡山县里甲赋役改革与基层区划的重塑

清初,迭遭兵燹的湖南地区经历了兴垦、均编粮里、清丈等重建赋役秩序的过程。其中,衡山县于康熙四十三年实施的"废甲编区"更是呈现出清初里甲赋役改革的丰富面相。因应偏沅巡抚赵申乔革除里排、滚单催征的举措,衡山县打破原有里甲规制的束缚,改革中坚持粮不过区、就地编区的原则,孕育了字区的地缘性色彩,重塑十七字四百三十七区的赋役区划体系。以康熙五十三年新一轮的清丈为契机,知县葛亮臣在业已建立的区划结构内清查荒籍,使字区成为地方重要的赋役征派和土地登记单位。在这一区域变迁的历史过程中,字区的行政区划功能逐渐得到强化和延续,以赋役征派为目的建立起来的基层赋役区划向实体化与政区化迈进,与之相应的行政话语也深刻地影响着民间契约文本的表达。     

A Hierarchy of Geographies: A Skinnerian Model of Indochina’s Overseas Chinese Congrégations and Their Influence on French Colonialism

In Indochina, overseas Chinese were organized by dialect group into associations called congregations, which shared many of the functions of huiguan in China. The spread of overseas Chinese economic and social networks followed a Skinnerian model in which large urban con?régations wielded more political and economic authority than did smaller, rural con?régations. By examining the impacts of French colonialism upon overseas Chinese networks within Indochina and upon overseas connections with their Chinese native places, this paper proposes that the Skinnerian model of local-system hierarchy fits quite comfortably when applied to the world of French colonial Indochina and its overseas Chinese. Furthermore, it argues that French colonialism actually reinforced the Skinnerian hierarchy of politics and markets in ways that endured long after the collapse of Imperial China.     

The shifting context of academic geography in Canada

Academic geographers are working in a system in flux. A series of interconnecting and overlapping social, political, and economic processes have resulted in a shifting academic climate for geographers and geography departments. This viewpoint brings forward evidence from multiple areas of study to provide a synthesis of this changing context. Challenges to geography include the role of “facts” and “truth” in society, neoliberal university contexts as workplaces, and generational change, among many others. This paper asks more questions than it answers, with an aim to promote an engaged and informed debate among geographers about our “place” in Canada's shifting academic context.