1985. "Teaching Feminist Geography: Another Perspective". Journal of Geography in Higher Education. (original) (raw)
Related papers
Geographers and the scholarship of teaching and learning
Journal of Geography in Higher Education
In this paper we draw attention to the attributes and values which equip geographers to engage in the scholarship of teaching and learning. We begin by summarising key characteristics of geographers in higher education, synthesized from academic literature. We support our summary with comments from past editors of the Journal of Geography in Higher Education offered in answer to the question: 'What is it about the geographer's identity or modes and styles of research that helps you to undertake productive enquiry into teaching and learning?' We purposely select three papers from the journal in order to highlight the distinctive (though not exhaustive) nature and range of higher education scholarship that has been undertaken by geographers. These case studies enquire into fieldwork pedagogies, teaching-research links and inclusive student-faculty partnership. We summarise the key elements of these papers and inter-weave the voices of the authors as accompanying narratives explaining the intent and approach to their research, and examining how it is shaped by their identities as geographers. We consider the issues in higher education that geographers are likely to embrace in the future and conclude by reflecting on what this means for the individual and for the discipline.
1981
The paper reviews scope, objectives, and the publication record of the "Journal of Geography in Higher Education" (JGHE) from its beginning in 1977 to 1981. The purpose of the paper was to share concerns of the journals' founders and editors with an audience of American geographers regarding a variety of journal-related matters, including a detailed description of what the journal is and does, the journal's potential significance to American geographers, background of the editorial staff, budgetary limitations, advertising schemes in various parts of the world, future publication prospects, the need for articles with a more practical focus, and the need for more feedback from professional geographers. Information presented about the JGHE characterizes it as being a journal which (1) is the only international journal specifically concerned with the teaching of geography in higher education, (2) was developed largely by staff from Polytechnic Institutes (rather than universities) in the United Kingdom, (3) has so far succeeded in being a reasonably low-cost but high-quality journal, (4) needs authors who are more aware of geographically-related educational literature, and (5) would be very interested in redressing its current bias toward human geography with more articles on physical geography. The document concludes with copies of the contents pages of two recent issues of the JGHE.
The Professional Geographer, 2000
Produced over the past decade, monuments and museums dedicated to the Civil Rights movement of the 1950s and 1960s have desegregated America's memorial landscape. Tracing a broad arc across the US South, the material elements of this landscape-historic markers, monuments, parks, registered buildings, and museums-present a distinct challenge to representations of an elite, white American past. This challenge, however, is offered in a distinctly gendered manner, inasmuch as the role of women in organizing and leading the movement is obscured. Further, the historical narratives concretized at these sites are mediated by conventions associated with civil rights historiography and the tourism development industry. The result is a complex, sometimes ironic landscape. Via the narratives they embed and the crowds they attract, these landscapes are co-constitutive with contemporary politics of representing the past in the United States. This paper offers an overview of current memorial practices and representations of the Civil Rights movement found at the country's major memorial landscapes.
Dismantling the Ivory Tower: Engaging Geographers in University–Community Partnerships
Journal of Geography in Higher Education, 2011
This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae, and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings,
Reconstituting Geography for the 21st century
Environment and Planning F, 2021
We write as the inaugural editors of a new addition to the Environment and Planning family of peer review journals. It is called EPF: Philosophy, Theory, Models, Methods and Practice (phonetically, our subtitle sounds as pee-tee-em-pee). Geography today should be more than the sum of its many lively parts, but as a discipline cannot dance to one tune-be it ontologically, epistemologically, methodologically or otherwise. We believe that the action lies in forging connections, in mutual learning and in productive disagreement. In this editorial, we detail the context, aims and scope of the journal. At the end, we call for guest editors of special sections and issues, and for articles that fit the remit of this exciting new venture. As a discipline, Geography today is both distinctive and exceedingly vibrant. Many other disciplines are increasingly interested in people-environment relationships, in local-global connections, in the nature and significance of various boundaries and borders, in movements (e.g. of people, goods, knowledge and information) between places and regions, in landscape and land use change, in the difference that proximity and distance make, and in the functioning of biogeochemical systems at various scales-but Geography has historic pedigree in all these areas. It remains the discipline dedicated to understanding why, how and with what effects people utilise-and are affected by-both natural and created environments (in both a material and semiotic-representational sense). In the Anglosphere, if not necessarily elsewhere, the discipline is also extraordinarily heterodox: variety of focus, methods and aims in both research and degree-level teaching is the rule, not the exception. This heterodoxy is both the product and lubricant of Geography's breadth of focus, of the virtues of specialisation and-in some parts of the discipline-of a belief that we can learn valuable things by eschewing orthodoxy. Today, albeit not equally across the globe and in different modalities, Geography is burgeoning. Its practitioners have formed lively communities with shared interests in some of the most important issues of our time, such as destruction of the nonhuman world, voluntary and forced migration, rapid urbanisation, new patterns of economic development, the identification and amelioration of concentrated poverty, reduction of the impacts of various natural hazards, emerging geopolitical rivalries and the new cartographies of war, trans-border political struggles for justice, environmental conservation and restoration, infrastructure development and planning for the future, multicultural localities and cities, and much more besides. Even so, many geographers might believe all is not well in the house of Geography. Some lament the lack of unity of purpose and focus in the discipline; others feel that Geography does not offer enough exemplars of 'integrated analysis' that make a virtue of the many specialists we have working side-by-side in the same departments. Yet others believe Geography's public image remains too weak in several countries, allowing other disciplines to encroach on its fundamental research and teaching areas; some assert that geographers borrow too much from other disciplines and do not make formative contributions of wider significance; and still others maintain that what passes for 'geography' in many departments is really 'geography lite' practised by geologists, sociologists or ecologists with little to no sense of the history and achievements of Geography over the last century or so. This is the immediate academic context in which EPF is being launched. The wider context is febrile: the first pandemic in a century, with grave economic and social knock-on effects; the forced 1005376E PF0010.
2004
O ne generalization can safely be made about the future of geography in the twenty-first century: We cannot now predict what will be in fashion one hundred or even fifteen years from now (if the discipline still exists). Like all complex, out-of-equilibrium, spatiotemporal systems, it is fruitless to predict or legislate geography's trajectory of knowledge production. Geographers, like all agents, frustrate and escape attempts to discipline them. Indeed, most of geography's acknowledged twentieth-century landmarks of ''progress,'' for good or ill, stem from exactly such breakouts.