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1.
Margaret C. Wood 《International Journal of Historical Archaeology》2002,6(3):187-198
Archaeologists have explored how politics affect the way we see the past. They have investigated how constructions of the past naturalize present political conditions, and have explored uses of the past in current politics. Few have examined how politics in archaeology can relate to the future. In this article I develop ideas on a transformational politics in archaeology that focuses on critiquing oppressive relations in the past and present, and works towards building more just relations for the future. I examine how we can achieve this through building more democratic relations in the places we work. 相似文献
2.
Matt Huber 《Journal of Geography in Higher Education》2016,40(1):77-83
The premise of this essay is that energy geographies are complicated, and this in itself presents some pedagogical difficulties. As someone who wants students to critically examine and confront the complexity of energy systems, it can be frustrating when students react to demonstrate frustration, apathy, or even confusion. In what follows, I will lay out three complications of teaching energy geography: (1) empirical complexity, (2) confronting fossil fuel “embeddedness,” (3) the energy culture fallacy. 相似文献
3.
Susan Hangen 《Journal of Cultural Geography》2016,33(1):62-79
This paper investigates the context of student learning in study abroad programs, drawing on ethnographic research on a semester long study abroad program in South India. We show how students use multiple constructions of time and space as a framework for understanding cultural differences and for understanding what it means for them to “experience” India. We argue that students' conceptualization of space and time in the study abroad location also impacts what kinds of activities they consider to count as valuable forms of learning. Students' ideas about India shape their expectations of what the pace, workload, and activities of the study abroad program in India should entail. Their concepts of Indian time and space lead them to privilege “experience”-based learning over classroom-based or scholarship-based learning. In conclusion, we show how these insights have implications for study abroad pedagogy. Here, we suggest that student learning that is entirely based on “experience” outside the classroom is inherently limited and that students need to contextualize their field-based learning experiences with insights from critical, historical and social science research. 相似文献
4.
Benjamin Day 《Australian Journal of International Affairs》2019,73(6):539-545
ABSTRACTThe United States-centric nature of the Foreign Policy Analysis (FPA) subfield poses a range of pedagogical challenges, especially when the subject is taught outside North America. The preponderance of FPA literature written by US scholars and examining US cases can frustrate non-US students, who often wish to study decisions they consider more directly relevant to their own region and experience. I this piece, I reflect on how I have grappled with this tension in teaching a postgraduate FPA course at the Australian National University. I discuss my choice to prioritise cultivating an ‘FPA disposition’ among students and how, as a means of doing so, I chose to design a curriculum based on a semester-long case study examining the US decision to invade Iraq in 2003. While this pedagogical approach may initially seem contradictory to my long-term aim of contributing to the expansion of FPA beyond North America, it reflects my conviction that instilling an ‘FPA disposition’ in the next generation of graduate students is essential to growing and enriching the subfield in the long term. 相似文献
5.
Carrie Mott 《Social & Cultural Geography》2019,20(2):178-197
Social justice activists come to Southern Arizona to involve themselves in humanitarian aid projects that address human rights issues emerging from border securitization processes. Over time, many of these activists connect with other social justice projects, leading to the existence of rich and dedicated networks of activists in Tucson, Southern Arizona’s largest city. Subsequently, we see the development of activist ventures orienting themselves around racial justice, through which white people work to educate other whites about white supremacist society. This paper explores the ways that white activists negotiate whiteness and privilege within Tucson’s activist networks by employing deliberately anti-racist critical pedagogies. Through excerpts from interviews and reflections on experiences as a participant observer from 2013 to 2015, I discuss the figure of the white anti-racist activist. In particular, I examine the paradoxical process of becoming anti-racist, through which white activists work to address problematic aspects of their own and others’ socialization as white subjects within the hierarchy of white supremacist society, a process that necessarily coexists with the knowledge that one cannot ‘unwhiten’ oneself, and many problematic behaviors remain. 相似文献
6.
Leah Sarson Val Muzik Brandon Ray Glenn Gambrell Leehi Yona Robert Comeau 《The American review of Canadian studies》2019,49(1):105-122
This article draws on the perspectives of students and organizers involved in recent iterations of the Model Arctic Council (MAC), an experiential learning simulation designed to expand students’ knowledge and understanding of the Arctic and its governance. While much of the discourse related to simulations such as the MAC emphasizes its pedagogical and networking benefits, this article leverages participant-based ethnography to argue that the MAC also affects multi-track diplomatic outcomes in addition to serving as a site for diplomatic engagement. Applying an interpretive approach driven by the onset of practice-tracing in international relations, we demonstrate that the MAC both produces and constitutes diplomacy. Such a reimagination elevates the diplomacy of non-state actors and exposes false binaries between state diplomacy and non-state diplomacy. 相似文献
7.
Michael Pease Blanca Pérez-Lapeña Christopher Lant 《Journal of Geography in Higher Education》2019,43(1):40-55
This paper describes environmental systems games developed for energy and water resource use designed to be adaptable from high school to undergraduate use. Two of the games are computer simulations with adjustable levels of difficulty that can be done in a computer lab or as a homework assignment. The third is a peer-to-peer roleplayer game designed for an immersive in-class simulation. For the energy and the peer-to-peer water games, we describe (1) the overall strategy or story line adopted, (2) the manner in which the game is played by students in a classroom setting, (3) the use of scientific literature in conceptualizing and parameterizing the game, and (4) possible game extensions. Preliminary data from use at the undergraduate level shows that the games are very well-received by students and, consistent with other research on quasi-experimental simulations, likely enhance learning outcomes. 相似文献
8.
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. 相似文献
9.
Susan C. Kuzminsky Thomas J. Snyder Tiffiny A. Tung 《International Journal of Osteoarchaeology》2020,30(2):275-280
The use of 3D digital imaging methods has increased within biological anthropology and medical research. Although digital renderings can be easily shared by researchers or used for student learning modules in osteology, limitations to using 3D models exist, requiring institutions of higher learning to invest in real bones or casts of human skeletal remains for labs. Here, we examine whether 3D digital models are viable proxies for real bones by testing the reliability of scoring sexually dimorphic traits of the human skull, a method commonly used by North American skeletal biologists. Forty‐five crania from Peruvian archaeological sites were used to score four sexually dimorphic cranial traits. These morphological traits were scored by one student learning osteology and an experienced researcher using the actual crania and 3D models of the same individuals. Statistical tests of rater agreement and strength of the agreement were conducted. Results showed lower agreement between the actual and 3D scores for the student and higher agreement among the scores for the experienced researcher. Accurate and cost‐effective 3D models can serve as excellent replacements for real skeletal remains when researchers are experienced. However, 3D models may be a less reliable training tool for students learning osteological methods that require palpating areas of the human cranium. This study makes a strong case for purchasing quality casts or real human skeletal remains of legal/ethical origin for osteology teaching labs, despite their higher costs. 相似文献
10.
Jen Jack Gieseking 《The Canadian geographer》2018,62(1):55-66
In the last decade, conversations around queering of GIScience emerged. Drawing on literature from feminist and queer critical GIS, with special attention to the under‐examined political economy of GIS, I suggest that the critical project of queering all of GIS, both GIScience and GISystems, requires not just recognition of the labour and lives of queers and research in geographies of sexualities. Based upon a queer feminist political economic critique and evidenced in my teaching critical GIS at two elite liberal arts colleges, I argue that the “status quo” between ESRI and geography as a field must be interrupted. Extending a critical GIS focus beyond data structures and data ethics, I argue that geographic researchers and instructors have a responsibility in queering our choice and production of software, algorithms, and code alike. I call this production and choice of democratic, accessible, and useful software by, for, and about the needs of its users, good enough software. 相似文献