The journey as a transcultural experience for international students

An international two-year Erasmus Mundus MA, Transcultural European Outdoor Studies (TEOS), uses the journey as a central metaphorical concept, the “peregrinatio academica”, and experiential pedagogy. Students study human nature interactions through the lens of outdoor education and recreation while travelling for a semester at a time in three European countries: England, Norway and Germany. We argue that the transcultural concept is facilitated by the diverse nationalities of the student cohort and the concept and experience of the journey. Empirical evidence from student feedback, course discussions, and staff reflections is used to explore the ways in which the programme elucidates ideas of expert and Eurocentric knowledge of landscape and learning by valuing individual knowledge constructions and new research. Simultaneously, we argue that the typical European “gaze” on the “other” somehow is reversed as “others” gaze at European cultures, and, to some degree, contribute to destabilizing culturally taken-for-granted knowledge. This offers new opportunities for a more nuanced transcultural exploration of human nature interactions in diverse landscapes and cultures. We conclude that the knowledge and skills developed by this programme supports the development of “transculturalized” students with the enhanced capacity to shift between and discuss diverse positions and ways of viewing and knowing.     

Rethinking Postgraduate Education in Geography: The Case of the Netherlands

This paper discusses reforms in postgraduate education in geography in the Netherlands in the context of Europeanization and globalization. Europeanization and globalization have resulted in challenges as well as opportunities for students and universities. In terms of internationalization, Europeanization and the global economic crisis have opposite effects. Although Europeanization has resulted in an increased international orientation of postgraduate students in geography, the global economic crisis and the resulting cuts in the university and students' budgets hamper other aspects of the internationalization of postgraduate education in the Netherlands.     

都市社区旅游国际化的"新天地"模式

都市社区旅游的国际化是大都市国际化的先导和符号。大都市社区旅游不仅是都市旅游空间组织和发展的重要模式,也是旅游产品国际化的重要表现形式。从社区国际化的视角思考都市旅游目的地建设,实现旅游国际化与社区发展的良性互动,是都市旅游发展的新途径。社区旅游国际化的关键在于社区旅游环境氛围的文化底蕴地方化、旅游服务质量的国际化、接待游客来源的国际多元化、旅游产品供给与体验的国际时尚化。基于上海石库门社区文化特色的“新天地”模式,具有都市社区旅游国际化的示范和启迪效应。     

Unfolding various academic mobility experiences of Southeast Asian women

This article draws on data from a qualitative research study undertaken with the main aim of investigating the issue of the gender dimension of the academic mobility of Southeast Asian women. Our research describes Southeast Asian women’s experiences of mobility, narrating why they choose to be mobile, how the experience of going abroad was responded to and/or rejected by their family, how they experienced life in a different country, and what evaluations they make about these experiences in personal, familial, and professional terms. The article stresses the need to improve the understanding of the factors that are still determining the chances of women to be mobile and obtain fruitful gains from these experiences. For this to be attained, the article follows through an intersectional approach to mobility, considering it is of much use as it allows to comprehend that the disadvantages associated with gender are cumulative, multi-layered, resulting from effects of several variables, including of the emotional, social, economic, and political contexts.     

International geography field courses: practices and challenges

Abstract

This paper introduces a special issue of the Journal of Geography in Higher Education on the practices and challenges associated with taking undergraduate geography students abroad on field courses. I argue that geography is positioned to benefit from both the internationalization of higher education and the demand by students for global experiences. The papers in this special issue focus on three aspects of international field courses: curriculum design and international partnerships, student engagement during short-duration field courses, and how encounters with place can be aided through reflection and play. I conclude with suggestions for future research on international field courses.     

The Spaces of Capital: The Political Form of Capitalism and the Internationalization of the State1

Abstract: In the course of the neoliberal globalization offensive capital has become more international. This development has placed the question of the state on the agenda once again. The central issue here is the extent to which the existing plurality of states should be seen as a historically contingent state of affairs which might not in principle last indefinitely, or as a structural component of the capitalist mode of production. One important aspect of this issue is the question of how the relationship between the “political form” of capitalism and “institutions” is understood. More often than not, even approaches that use Marxist theory have tended to address this question in an unsatisfactory manner.     

Editorial

Colleges and universities in the USA and many other countries find themselves in a deepening financial challenge that is significantly influencing operating decisions as well as student access to higher education. These trends are attributed to the weakened finances of governments, competition from non-discretionary public spending, the nature of education as a service industry and the fraying of the social contract between higher education and the public. This paper argues that Geography as a discipline can both survive in and benefit from this changing educational landscape. There are several themes that will strongly influence higher education in the years ahead, including competition, technology, globalization and sustainability. The nature of such forces over space and time continues to be ripe for geographic inquiry, but they will require the field to be more analytical, more connected to other disciplines and more international in its teaching and research.     

中国热点旅游城市旅游国际化水平定量评价研究

从国际旅游业发展水平和国际旅游业发展环境两大方面入手,构建了4层39个指标的评价体系,采用层次分析法,定量评价了中国27座热点旅游城市的旅游国际化水平。在此基础上,运用SPSS软件进行聚类分析,将中国热点旅游城市的旅游国际化水平划分为4种类型,最后分析了各城市旅游国际水平的优劣势和提升方向。     

使中国教育走向世界的尝试——陶行知与国际教育会议

在中外教育交流和冲突中,陶行知积极主张中国教育要参与到国际教育运动中去.他充分利用国际教育会议这一舞台向世界推介中国教育,以使中国教育在世界文化中不仅有一席之地,且要为其作第一流的贡献.陶行知向国际教育会议提交的报告都是其本人亲自参与的改造中国教育的理论构建和实践活动,具有强烈的民族性和时代性.     

Moving pictures: from ethnographic to autoethnographic documentary in the internationalization of the geography curriculum

Documentary films have often taken a pivotal role in strategies to internationalize (geography) curricula and classrooms, being used as a method of bringing the world to the classroom. These documentaries overwhelmingly take ethnographic form. Problematically, the documentary gaze is characteristically that of an outside film crew and narrator mediating relationships between the “subjects” of the documentary and the ways they are heard and seen. Yet other forms of documentary also exist, including those offering autoethnographic perspectives to viewers. Autoethnographic documentaries offer a highly promising resource for internationalization of the geography curriculum, providing careful, analytic, theoretically-informed understandings of documentarians’ own worlds – which may be in the next neighbourhood or on the other side of the planet. This paper reviews documentaries as curriculum-internationalizing learning-and-teaching resources before going on to examine the flaws of “traditional” ethnographic documentary in this endeavour. It makes the case for greater – though not necessarily exclusive – use of autoethnographic films in our work to educate global citizens and provides some preliminary resources for locating and evaluating this form of film. As such it contributes not only to critical pedagogy surrounding internationalization of the geography curriculum but also to filmic geography.