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Teaching Orientalism in Introductory Human Geography 总被引：1，自引：1，他引：0
This article explores efforts to bring postcolonial theory into the undergraduate human geography classroom. Through a case study of teaching Edward Said's Orientalism in introductory human geography, we discuss the relevance of postcolonial theory to critical pedagogy in geography. We lay out how instructors can teach Orientalism in introductory courses, what happens when they do so, and where efforts to use postcolonial theory to help students analyze the “colonial present” can be improved. We suggest that postcolonial theory is particularly well suited pedagogically to show students the mechanisms and uneven power relations producing and sustaining past and present geographies of difference. 相似文献
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《The Professional geographer》2013,65(2):181-185
Although numerous courses in geographic information systems (GIS) have been introduced into the geography curriculum over the past few years, there has been remarkably little debate over the issues involved. This paper first discusses the arguments for geography as an appropriate disciplinary setting for GIS teaching at the undergraduate level. This is followed by a discussion of the nature of GIS courses and their appropriate place in the undergraduate geography curriculum. The final section of the paper describes the NCGIA Core Curriculum project and examines its significance in this broader context. 相似文献
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《The Journal of geography》2012,111(6):252-258
Abstract Through an instructional approach, this article offers a template for a classroom-based geography capstone course grounded in pedagogical elements of synthesis and reflection, as based on exploration of ten key geographic ideas. It provides insights into course goals, structure, and components for instructors who may wish to implement it in geography or in other disciplines, and it situates the template in the general structure of capstone courses detailed in social science literature. The article contributes to geography instruction with a focus on classroom-based capstone courses as an application of teaching and learning undergraduate geography. 相似文献
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Using Action Research to Implement the National Geography Standards: Teachers as Researchers 总被引：1，自引：1，他引：0
《The Journal of geography》2012,111(3):103-111
Abstract Action research is defined as systematic classroom-based inquiry to solve teacher-perceived problems. It has been a component of education, particularly professional staff development, for the past century under several names although geography educators in the United States have rarely used it for this, or any other, purpose. This paper reviews the literature on action research in order to argue for its use in geography education. A preliminary exploration of action research-based professional staff development is described. The results of the project indicate that action research is potentially useful as a way to guide teachers to reflect on their practice. It is argued that geography educators should include it in their repertoire of reform techniques. 相似文献
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《The Journal of geography》2012,111(5):527-529
Abstract This article deals with the issue of providing geographic training to prospective teachers from the perspective of a secondary school teacher who also teaches a social studies methods course. Research in educational journals provided a background for describing the lack of geographic training among social studies teachers. While the National Geographic Society's alliance network is addressing this issue among practicing teachers, there is still a need to include some geography training for preservice teachers. Suggestions are offered for including geography within the context of the social studies methods course. A plea is also made for geography professors to include the new National Geography Standards in their courses, especially in introductory courses. 相似文献
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《The Journal of geography》2012,111(6):338-342
Abstract Over the past few years, considerable effort has been expended to improve the methods of teaching introductory courses in geography. For example, techniques such as the “open classroom” and simulation models have been introduced and seem to be successful, if for no other reason than their novelty. A new approach generates interest and induces the student to make a more personal commitment to his geography course and thereby provides a stronger motivation to learn. Of course, this is a primary concern even when the instructor employs standard approaches to classroom teaching. 相似文献
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《The Journal of geography》2012,111(4):172-173
Abstract Travelers' diaries are just one example of how primary documents can be used to experience geography in the classroom. Involving students in people's lives is an effective way to interest students in geography. Students will discover how these travelers migrated across the Missouri landscape, what modes of transportation they utilized, and the places they encountered along the way. This lesson focuses on people who traveled through Missouri in the mid-1800s. State historical societies and local archives are excellent sources of travel diaries and journals that can help your students experience geography and learn something about their own state in the process. 相似文献
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《The Journal of geography》2012,111(1):8-15
Abstract There are perhaps 10,000 technicians in the United States who work in the field known as cultural resource management (CRM). The typical field technician possesses a bachelor's degree in anthropology, geography, or a closely allied discipline. The author's experience has been that few CRM field technicians receive adequate undergraduate training in geographic field methods, such as cartography and orienteering, which are considered critical to the demands of CRM studies. This paper assesses a practical on-the-job-training approach not uncommon to the industry and concludes with a recommended curriculum. As a result, educators should recognize this need as an opportunity to offer courses in basic geographic field methods at the college level. 相似文献
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The Significance of Geography in American Education 总被引：1，自引：1，他引：0
《The Journal of geography》2012,111(8):473-483
Abstract Orienteering is a rapidly growing sport, developed in Sweden, which has great possibilities for education in geography. It can be conceived as an organizing device for outdoor work and as a basis for the development of meaningful practical exercises, particularly in the area of map work, including map construction. Various examples and possibilities, for a wide range of grade levels, are outlined. 相似文献
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《The Professional geographer》2013,65(4):410-416
This is the second in a series of reports on Japanese geographic research prepared in cooperation with the Association of Japanese Geographers (AJG). Like the report on historical geography, which appeared in the August issue, this report on geomorphology has been modified for the English-speaking readership of THE PROFESSIONAL GEOGRAPHER. As an indication of the relative importance of geomorphology in Japanese geography, at the April 1979 annual meeting of the AJG in Tokyo 30 percent of the 138 papers presented were devoted to geomorphology.—H. Jesse Walker, Member, U.S. National Committee, IGU 相似文献
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《The Journal of geography》2012,111(6):219-226
Abstract This article characterizes and measures errors in the 2010 National Research Council (NRC) assessment of research-doctorate programs in geography. This article provides a conceptual model for data-based sources of uncertainty and reports on a quantitative assessment of NRC research data uncertainty for a particular geography doctoral program. Findings indicate that important variables, including faculty totals and allocations and publication counts, are substantially undercounted, with important and negative impacts on program research activity measures. Further, these research measures are highly sensitive to small changes in counts and are particularly problematic for interdisciplinary fields such as geography. We caution against using the 2010 NRC data or metrics for any assessment-oriented study of research productivity. 相似文献
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DAVID R. HARRIS 《Geographical review》2002,92(4):526-544
ABSTRACT. Carl Ortwin Sauer (1889–1975) is widely regarded as one of the most influential geographers of the twentieth century, admired particularly for his studies in cultural and historical geography. His contribution to the study of prehistory is less widely acknowledged, but, between 1944 and 1962, he published a series of speculative yet scholarly papers that contain many prescient insights into humanity's remote past and the relationships of our ancestors to the environments they occupied—and modified. In this essay, based on the Carl O. Sauer Memorial Lecture given at the University of California, Berkeley, in October 2001, I reflect on Sauer's contribution to the science of prehistory by examining, in the light of recent advances in knowledge, two major themes of Sauer's work: the early dispersal of Homo sapiens in the Old World, and the origins and prehistoric spread of agriculture. 相似文献
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《The Journal of geography》2012,111(3):27-34
Abstract Literature, and specifically non-Western literature, may be profitably employed in lieu of traditional college introductory geography texts, particularly for the dual purposes of stressing contemporary themes and deemphasizing ethnocentricity while emphasizing understandings. This possibility is especially appropriate for courses using the topical or thematic approach and/or where the instructor has some reservations about the overall effectiveness of the scientific method when dealing with cultural phenomena. The major theme in the experimental course described was that of modernization, the chief sub-topics being Introduction; Cultural Change; Historical Legacy; Economic Development; Political Choices; Implications of Modernization; and Conclusions. Novels were selected representing five of these seven sub-topics. The process of selecting novels involved a number of constraints, both practical and personal in nature. Student and instructor reactions to the course were favorable. A short bibliography by theme is appended. 相似文献
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《The Journal of geography》2012,111(4):444-452
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Katherine McDonough Ludovic Moncla Matje van de Camp 《International journal of geographical information science》2013,27(12):2498-2522
ABSTRACTGeographic text analysis (GTA) research in the digital humanities has focused on projects analyzing modern English-language corpora. These projects depend on temporally specific lexicons and gazetteers that enable place name identification and georesolution. Scholars working on the early modern period (1400–1800) lack temporally appropriate geoparsers and gazetteers and have been reliant on general purpose linked open data services like Geonames. These anachronistic resources introduce significant information retrieval and ethical challenges for early modernists. Using the geography entries of the canonical eighteenth-century Encyclopédie, we evaluate rule-based named entity recognition (NER) systems to pinpoint areas where they would benefit from adjustments for processing historical corpora. As we demonstrate, annotating nested and extended place information is one way to improve early modern GTA. Working with Enlightenment sources also motivates a critique of the landscape of digital geospatial data. 相似文献
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《The Journal of geography》2012,111(2):40-45
Abstract As college curricular requirements have been liberalized since the mid-Sixties, and departments have competed for student enrollments, geography has been quite successful in attracting students to introductory courses. Upper level courses have also grown, but more slowly. The innovative energies directed toward high school and freshman college geography in recent years could now be turned to upper division curricula with advantage. 相似文献
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《The Journal of geography》2012,111(4):163-178
Abstract During academic year 1999–2000, the Geography Department at Michigan State University (MSU) launched a program of online geography courses. Since then, four undergraduate online geography courses have been collectively developed and delivered to over 4,500 domestic and international students in association with MSU's Virtual University Design and Technology (vuDAT). The creation of each virtual course has taught valuable lessons concerning course development and administration; interactions with students have shed insight on course structure, content, and instruction. This article addresses development, management, and pedagogic concerns pertinent to the operation of online geography courses and offers suggestions to others who wish to develop online courses. Preliminary evidence on the effectiveness of these courses is also presented. 相似文献
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《The Journal of geography》2012,111(1):28-37
Abstract The classic American novel, Herman Melville's Moby-Dick, can be used in geography and English classes at the high school and college levels to explore five themes that have a geographic component or are of interest to geography students: (1) the journey, (2) human/ environment interactions, (3) social relationships in space, (4) acquiring knowledge, and (5) ambiguities and their resolution. Included are detailed discussions of the themes with specific references to critical literature and passages in the novel, suggestions for background reading, and suggestions for classroom discussions and assignments. 相似文献