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1.
《The Journal of geography》2012,111(5):177-187
AbstractThe use of SWOT analysis is a means through which geography students can investigate key concepts in economic geography and essential topics in regional economic development. This article discusses the results of a course project where economic geography students employed SWOT analysis to explore medium-sized metropolitan areas across the southern United States and their suitability for export-led development. The results suggest that students were able to critically evaluate these urban regions and their potential for integration into the global economy. This case also intimates that the SWOT concept could be applied to other situations and regions in geography coursework. 相似文献
2.
This study reveals some disturbing facts about the status of minorities in geography in the United States. The three underrepresented minority groups comprise only about 3% of the total geography population in the sample. This does not reflect well on geography, a discipline whose cultural and regional roots are as diverse as its subjects of study. It is important to increase minority participation in geography in order to diversify the discipline as well as allow minority students to enhance their spatial skills such as an understanding of the earth, cultural patterns, and political issues at the local, national, and global levels. If the discipline continues to neglect the need to provide a quality geographic education to minority students, it will forsake not only one of its major missions of spreading global knowledge to all, but will lose its market share of the growing minority student population. This paper describes the extent of minority underrepresentation in geography and provides a set of general recommendations, including a call for a national conference and formation of a high-level committee to deal with the issue of increased minority participation in geography. 相似文献
3.
空间与经济地理学理论构建 总被引：5，自引：1，他引：4
空间是地理学的核心概念之一,长期以来在地理学的研究中占据核心地位。地理学对于空间的认识由于受到多学科的影响和启示也在不断演变和发展,其中哲学和社会学对空间的理解对地理科学的影响极为深刻。经济地理学作为地理学的重要分支学科之一,短短百年历史就经历了数次研究思潮的变迁和学科地位的崛起。这一切都离不开经济地理扎根于空间。空间是经济地理理论创新的源泉。本文通过对地理学中的空间概念与经济地理发展脉络的对应阐释,进一步印证了上述观点。同时,本文指出空间不能被沦落到和地方、区位、区域等概念并列的地位,空间包含着后者,须进一步强化空间的第一位性。但是也不能忽略经济地理学中的方法论的创新,每一次空间理解的突破都伴随着研究方法的创新,但是方法的创新始终是第二位的。因为方法创新的背后隐含着空间理解的改变。 相似文献
4.
The literature suggests that owing to profound difficulties with high school geography curricula, teachers play a vital role in stimulating student interest and in providing a platform for continuation in the study of geography at university. Yet, with little empirical evidence offered in support, it is unclear why students select geography at university and if their high school experience informs their decision. Through a survey of students enrolled in an introductory geography course at an Ontario university, this research questions the relationship between students' high school experience and their enrollment in the course and ponders the implications for the health of the discipline. 相似文献
5.
Shaolu Yu Madalyn Bryant Emily Messmer Sophia Tsagronis Sarah Link 《Urban geography》2013,34(10):1555-1575
ABSTRACTThis paper builds on the study of student geography by critically examining college students’ perceived space of a university campus and the surrounding urban space. Rhodes College is a liberal arts college situated in the city of Memphis. As a campus with a majority white population located in a predominately black city, Rhodes College exists within but often separate from the city. It serves as a perfect case study to investigate how the college students build relationships with the environment within and beyond the campus. By using mental mapping and focus groups, this research unpacks four spatialities that shape college students’ perception of the urban space: (in)activity space, (im)mobility, boundaries, and center. This research demonstrates that student geography can be gendered, classed and racialized. The perceived space is socially constructed, and is reinforced by the lived and material space. Finally, this paper provides implications to facilitate deeper connections between students, the campus, and the city. 相似文献
6.
Postcolonialising Geography: Tactics and Pitfalls 总被引：4，自引：3，他引：4
Jenny Robinson 《Singapore journal of tropical geography》2003,24(3):273-289
The moves within postcolonial theory to "provincialise Europe" encourage an acknowledgement of the parochial nature of much of what still passes for universal theory in the western academy. Within geography, postcolonialism has generated a strong interest in colonial histories and contemporary postcolonial politics, but this has not displaced the dominant parochial forms of theorising in the discipline. The paper argues for a more cosmopolitan theoretical project within geography, one whose routes through a range of intellectual traditions and contexts might encourage a broader scope to conversations about space and nature, and produce more lively and creative insights into some of the urgent political issues facing the world today. A geography whose intellectual vision is limited to the concerns and perspectives of the richest countries in the world has little hope of effectively participating in the debates that will matter in the twenty-first century. Within the frame of this long-term intellectual project, this paper will suggest some initial practical steps which researchers, writers, teachers and students in geography might take to start to decentre the predominant Euro-Americanism of the discipline. The specific sources of inspiration for this argument are drawn from comparative urbanism and Southern African geography. 相似文献
7.
In this introduction to the Special Issue ‘Practising a New Regional Geography in Northland’, we call for a new regional geography. We use the experience of a field course to reflect upon the opportunities and challenges associated with doing ‘regional geography’ in the regions, a subdiscipline that has in recent decades been pushed into the backwaters of the discipline. We reinterpret the maxim ‘geography is what geographers do’ in a new way that emphasises pedagogy and research practice. The case of Northland and helping our students to learn experientially about community and environment under the rubric of sustainability allows us to argue the case for a reinterpretation of regional geography in these terms. We position the contributions in this Special Issue in terms of our call. 相似文献
8.
《The Journal of geography》2012,111(4):162-163
Abstract This article summarizes methods used in a secondary school geography class to interest students in geography through examples drawn from local geography. Instead of relying on examples taken from exotic places to illustrate geographic concepts, the local landscape is used in the classroom to teach students about geography. The article is arranged according to the six essential elements of the National Geography Standards, but it does not imply that the methods presented should be used to teach the standards. Rather, the examples presented are used throughout a course in the geography of North and South America to develop an interest among students and, with examples from the local landscape, to increase student understanding of geographic concepts related to issues presented in the course. 相似文献
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10.
《The Journal of geography》2012,111(2):39-46
Abstract Consistent with developments in American education pedagogy, geography educators have made great strides exploring a wide range of high- and low-tech methods for teaching and learning geographic concepts. This article draws on a qualitative analysis of essays in which college students discuss tenets of the National Geography Standards in the context of Jules Verne's Around the World in Eighty Days. Most of the students in this study reported that not only did their knowledge of the world increase after completing the course assignment but that their interest in the discipline increased as well. 相似文献
11.
This paper explores the concept of ‘geographical imaginaries’ in New Zealand geography. It reflects on the genealogy of the concept and on the work it might perform in the world. At a time when the purpose and contribution of geography in schools is under question and the discipline is under severe strain at universities, we ask whether the idea of ‘geographical imaginaries’ offers a conceptual platform for demonstrating the potential for geography to offer meaning in the complex world of 21st‐century New Zealand and whether it will help teachers to foster geographic thought in classrooms. In short, we argue for the merits of working with the idea of geographical imaginaries in classrooms and for utilising it to interrogate accounts of the geographical gaze and its values. This, we argue, offers opportunities to catalyse geographical thought, highlight the potential of thinking geographically, and open up a thinking space in which geography teachers can examine their pedagogy and enhance the purpose of their work. This would provide a platform for building a more imaginative and more politically and culturally relevant geography at school. 相似文献
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13.
Education for Sustainable Development (ESD) is a cross-curricular approach that needs to be accommodated in all subjects in the training of students as recommended by UNESCO. This South African case study of preservice geography students is presented for the purpose of understanding how they experienced systems thinking and a cooperative teaching strategy. A qualitative research approach was applied as the research design. Interpretation of the data was done through thematic analysis, which indicated that exposure to the pedagogic approach bore positive results. Teaching and learning strategies promoting the integration of ESD should form part of the training of geography students. 相似文献
14.
Historical geography was once a popular element of university curricula in New Zealand. It was also a conspicuous focus of research. Today however there is only one identifiable course in historical geography in New Zealand's university calendars – at Massey – and few writers have maintained an active research interest rooted in the sub‐discipline. This Comment suggests some reasons why now is a good time for New Zealand's geographers to reassess this state of affairs, and outlines five themes that might be pursued in the construction of more explicit historical geographies at the start of the third millennium. 相似文献
15.
在国际形势应对和国内社会治理的需求推动下,目前中国政治地理学的学科发展得到了越来越多的关注,基本形成了外源性研究与内生性研究并行的学科体系。然而与国际关系学、政治经济学、公共管理学等相关学科相比,中国政治地理学研究的影响力仍然有限,相关理论和方法较少被其他学科采纳应用,在国内外地缘战略和社会政策制定中的声音也相对不足。本文一方面直接回应了其他学科对“地理”内涵及其重要性的偏见和误解,另一方面指出了中国政治地理学自身在机理性研究、宏观-微观联系、研究对象整合和理论建构等方面存在的不足。本文还从权力-空间关系出发,明确了政治地理学研究的核心议题,期望有助于整合研究议题、凝聚研究共识、推动知识积累,从而增强政治地理学科的理论生产能力及其在更广泛学科体系中的影响力。 相似文献
16.
《The Journal of geography》2012,111(1):4-13
Abstract We present an outline of a course in digital terrain analysis that provides students with integrated instruction in geographic information science (GISci) and topics in physical geography and earth science. Integrated teaching of GISci and other sub-fields of geography has value because it presents GISci technologies in the context of their application. Nevertheless, the design of college and university geography courses is often fragmented rather than integrated. Our course provides one potential model for such integration. Assessment of student reaction, using focus groups of both enrolled and non-enrolled students, revealed a generally positive attitude toward the course and pointed out the barriers that prevent some students from taking it. 相似文献
17.
创新地理学研究的几个理论问题 总被引：10，自引：4，他引：6
创新地理学是研究人类创新活动与地理环境关系的地域系统,是一门独立的人文地理分支学科,具有交叉学科的性质。其研究的“人类创新活动”是人类活动的最为重要的方面,对智慧的人地关系系统建设具有重要的意义。创新地理学与其他人文地理学的分支学科具有密切的联系,也与政治学、管理学、经济学、政策学、城市规划等学科有关,创新地理学面临的主要任务是：① 创新地理学基本理论的研究;② 创新要素（人才、资本、技术等）在空间的地域分布与组合规律的研究;③ 创新环境、创新生态及评价研究;④ 创新地理测度、创新空间格局与效应的研究;⑤ 创新联系、创新网络及创新集群的研究;⑥ 多尺度的创新体系的研究;⑦ 创新、城市发展与规划的研究。 相似文献
18.
思想是一门学科的灵魂,也是引导和创新教学的源泉。地理学思想教学不仅对地理学专业素养养成至关重要,也有助于提升和培养学生的地理学关键能力。地理学思想教学不仅要传递地理学的知识精华,更要引导学生批判性思考。在传授专业知识的基础上将人文元素融入其中,帮助学生在掌握知识和技能、认知世界与回归自我、反躬自省间取得平衡。本文总结了地理学思想教学的五大要领：正确认知地理、省视批判理论、内化人文精神、倡导学科交融和创新教学方法,以推进地理学思想教学的广泛开展。 相似文献
19.
Using a recent editorial comment in this journal as a focus, this paper reviews the extent to which geography has been implicated in the ‘colonial project’ in Australia. It argues that recent work amongst geographers involved with indigenous Australians reflects a commitment to transcend this colonial past. The paper calls for geographers to work toward a wide‐reaching decolonisation of the discipline, and to develop a better understanding of the contemporary legacies of geography's colonial past. 相似文献
20.
ABSTRACTThe article presents the changes in the discipline of geography over 60 years as experienced both in fieldwork and in practice by a Norwegian geographer. Based on diaries and collections of memoirs, the author, Arild Holt-Jensen, presents his life story and how it has been impacted by people, places and special events. His intention is to show how geography and his own work reflect social, political and intellectual changes since the late 1950s. Initially, a regional geography approach was adopted in the fieldwork for his master’s thesis but the approach was challenged by new ideas and methods from both the spatial science school and model thinking. As a young lecturer in 1968, the author was shocked by the positivism debate and critical philosophy, and his spatial science and quantitative approach in his PhD project had to be adapted. His political engagement and interest in planning led him to research social exclusion in European neighbourhoods. His need to trace the identity of geography as a discipline resulted in a textbook that throughout the years has been updated by following up on research trends to the present. Thus, the book and the article show Holt-Jensen’s shifts in disciplinary identity and research practice. 相似文献