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1.
《The Journal of geography》2012,111(5):495-500
Abstract This paper focuses on the context and major efforts designed to reform teacher education in the nation's universities. An overview of systems governing and impacting teacher education is provided, with focus on the issues and conflicting forces that form the context within which teacher education-and geography education—find themselves. The paper concludes with a discussion of general trends in education reform and renewal and leadership opportunities open to geographers. 相似文献
2.
《The Journal of geography》2012,111(6):578-591
Abstract This paper aims to develop a new pedagogic framework for teaching GIS at the college and university level using Berry's geographic matrix. By synthesizing different schools of thought, this paper argues that GIS education essentially involves two aspects—how to teach about GIS and how to teach with GIS. Berry's geographic matrix can be used to tie these dual aspects of GIS education together neatly. As an abstract representation of geographical phenomena, the geographic matrix embeds all three entities of GIS—location, attribute, time—and thus can help GIS instructors teach about GIS. As a synthesis of geographical approaches, the geographic matrix can assist GIS instructors teach with GIS. This paper demonstrates that GIS is actually an implementation of Berry's geographic matrix. Furthermore, the 10 approaches to geographical analysis, originally proposed by Berry for the geographic matrix, can be executed routinely in a GIS environment. By incorporating Berry's geographic matrix into GIS education, teachers can enable students to surpass technical issues and to appreciate the conceptual and functional linkages between GIS and geography's intellectual core. 相似文献
3.
Resisting urban renewal in Istanbul 总被引：1，自引：1，他引：0
Ozan Karaman 《Urban geography》2013,34(2):290-310
In this article I examine grassroots responses to state-directed urban renewal in two poor neighborhoods in Istanbul. Through detailed analysis of resident perspectives and urban association tactics, I explore various factors that shape the trajectories of resistance to urban renewal, including solidarity networks, levels of participation and trust in local neighborhood associations, strength of neighborhood identity, extra-local support, and the traditions and channels of negotiation with state actors. I argue that these factors are articulated by a distinct “politics of compensation”—a term that I borrow from Ananya Roy—that is particular to the contemporary neoliberal condition. I find that grassroots mobilizations in Istanbul do not necessarily operate in opposition to neoliberalism; in fact, many struggles remain within the conceptual space of neoliberalism and its cost-benefit calculations. These findings contribute to the emerging literature on struggles against urban renewal in the global south. 相似文献
4.
Tariq Jazeel 《Singapore journal of tropical geography》2007,28(3):287-299
This paper responds to recent postcolonial geographical scholarship that sets forth transformative agendas in order to create more cosmopolitan theoretical projects within the discipline. For many geographers the challenges they face are located within not only their own disciplinary parameters, but also those of other specific research communities within which their work situates them. By bringing geography and area studies into productive conversation, this paper explores the tensions between negotiating one's academic voice, position and responsibility within geography as well as within a specific area studies community. More specifically, as a UK-based geographer I reflect on some of my own fairly unremarkable, yet extremely awkward, encounters during the course of scholarly praxis in Sri Lanka in order to raise questions over the spatialities of responsibility and political engagement in such academic praxis. I seek to theorize the chasms that open in such awkward encounters between notionally situated 'local' and 'foreign' scholars respectively and, in particular, develop ways of engaging and reorienting those chasms in ways that might enable the production of theoretically rich, yet richly contextualized postcolonial knowledges committed to the site of one's scholarly praxis – not just to the advancement of a more cosmopolitan theoretical project within geography. 相似文献
5.
Brenda Parker 《The Professional geographer》2017,69(2):321-328
In this article, I place Ahmed's notion of the feminist killjoy into conversation with feminist geography literature to explore possibilities and praxis in research endeavoring to illuminate uneven power relations and the moral orders that frame them. According to Ahmed, a feminist killjoy is one who exposes sexism, heterosexism, and racism, only to be criticized for disrupting happiness and social consent. Drawing on fieldwork on urban politics and development, I explore the implications—both promise and peril—of adopting feminist killjoy research subjectivities, emphasizing the important role of affect. I suggest that when feminist researchers direct killjoy research not just at mainstream institutions but also at progressive endeavors, they risk being construed as double killjoys who disrupt supposed joy and solidarity within progressive politics. 相似文献
6.
Hanna Hilbrandt 《Urban geography》2017,38(4):537-556
Despite decades of debate, participatory planning continues to be contested. More recently, research has revealed a relationship between participation and neoliberalism, in which participation works as a post-political tool—a means to depoliticize planning and legitimize neoliberal policy-making. This article argues that such accounts lack attention to the opportunities for opposing neoliberal planning that may be inherent within participatory processes. In order to further an understanding of the workings of resistance within planning, it suggests the notion of insurgent participation—a mode of contentious intervention in participatory approaches. It develops this concept through the analysis of various participatory approaches launched to regenerate the former airport Berlin-Tempelhof. A critical reading of participation in Tempelhof reveals a contradictory process. Although participatory methods worked to mobilize support for predefined agendas, their insurgent participation also allowed participants to criticize and shape the possibilities of engagement, challenge planning approaches and envision alternatives to capitalist imperatives. 相似文献
7.
Reconsidering neoliberal urban planning in times of crisis: urban regeneration policy in a “dense” space in Lisbon 总被引：1，自引：1，他引：0
Simone Tulumello 《Urban geography》2016,37(1):117-140
In this article, I contribute to recent debates about the concept of neoliberalism and its use as an explanatory concept, through the analysis of urban planning and regeneration policy in Lisbon amidst crisis and austerity. Suggesting a look at neoliberalization from a threefold perspective—the project, governmentalities, and policymaking—I analyze how current austerity-policy responses to the European economic crisis can be understood as a renewed and coherent deployment of neoliberal stances. The article presents implications for urban planning in Lisbon and thus suggests an exploration of the negotiations and clashes of hegemonic neoliberal governmentalities and policies with the local social and spatial fabric. For this exploration, I select a “deviant” case—the Mouraria neighborhood, a “dense” space in which the consequences of policies diverge sharply from expectations. In conclusion, I suggest that neoliberalization (in times of crisis) should be understood as a coherent project compromised by a set of highly ambiguous governmentalities, which bring about contradictory policymaking at the local level. 相似文献
8.
《The Journal of geography》2012,111(2):55-63
Abstract Experiential learning pedagogies are being adopted across undergraduate education and touted as an effective strategy for enhancing student learning. This paper develops an explanation for how and why such pedagogies can foster students' critical thinking and learning. Drawing on data collected from first-year students in “field based” urban geography courses at an urban university, I show how students' existing knowledge of urban spaces and specific parts of the city is constructed from a variety of sources and experiences, and can be incorporated in experiential learning activities in ways that foster critical learning. Such an approach is crucial to creating learning environments in higher education that include a greater diversity of student identities and life experiences. 相似文献
9.
《The Professional geographer》2012,64(1):88-95
This article attempts a double reflection: a methodological interrogation of myself and an autointerrogation of my methodology. Following Ernst Bloch, I structure this reflection around the idea of traces, which are brief, narrative, aphoristic speculations on a particular theme. In this article, I (re)produce my own narrative traces, engaging with and representing several moments of strangeness in my methodological praxis as they are recorded in field notes from prior fieldwork with urban secession movements in black and white communities of Atlanta. Building from Bloch’s hermeneutic, I treat these moments as traces to be pursued, rather than simple social artifacts of the relational, intersubjective activity of research. Finally, I demonstrate how a geographer might develop that which crystallizes in the interpretation of the trace (i.e., through the intentional reconsideration of the uncanny and recurrent moments of everyday experience) toward the methodological worlding of philosophy as a vibrant, reflexive, human praxis. Key Words: Bloch, interpretation, method, postqualitative analysis, praxis. 相似文献
10.
Christopher Niedt 《Urban geography》2013,34(8):1047-1069
Large-scale urban redevelopment projects catalyze moments of peril and opportunity. In the wake of the United States Supreme Court's Kelo v. New London decision affirming economic development as a public use under the takings clause of the Constitution, these perils and opportunities have again become a site of major contestation. An unusual alliance of libertarian property-rights ideologues and civil-rights organizations has joined forces to challenge the use of eminent domain in urban economic development. In this article, I analyze the history of these alliances and their implicit reinforcement of deeply reactionary constructions of property. I conclude with an evaluation of two emergent models—community benefit agreements and community equity shares—that provide promising community tools for alternatives to homeowner rule and neoliberal urban renewal. 相似文献
11.
Nick Revington 《The Professional geographer》2018,70(1):1-10
Challenges arising from changing demographics, expensive housing, and precarious labor have prompted recent interest in the residential geographies of young adults. Yet, despite attention to young adults' diverse housing pathways, I argue that greater focus is needed on the place-based and spatial underpinnings and effects of particular housing pathways: Connections to urban processes of “youthification”—the concentration of young adults in dense neighborhoods—and “studentification”—whereby an area becomes dominated by university students—remain underdeveloped, as do linkages between these phenomena and gentrification. I explore these connections through a critical review of extant literature to show that the enactment of some pathways is associated with particular urban processes, which might foreclose certain pathways for other individuals. Finally, I identify three crucial areas of inquiry: (1) how youthification, studentification, and gentrification interact; (2) how these processes shape and are shaped by diverging individual housing pathways; and (3) how differences among young adults such as race, ethnicity, and gender intersect with age in the course of these processes. 相似文献
12.
《The Journal of geography》2012,111(3):91-102
Abstract This paper reports on the design and implementation of a project-based course—World Water Problems—that was introduced within the framework of introductory undergraduate geography education. The aims of the course were twofold: (1) to cultivate in students a world geographic perspective on water problems; and (2) to conduct an original research project on the search for detailed appraisals, or ex-post evaluations, of completed water projects and programs. The project involved problem-based inquiry and learning through several interrelated tasks including: hypothesis testing, systematic electronic library and database searching, corresponding with water resources experts; and synthesizing of results. Evaluation of the project, and the course more generally, was achieved through a questionnaire administered to the students and a focused in-class discussion. Overall, the students' comments about the course project demonstrate learning in the form of greater knowledge of world geographic regions and water sectors as well as enhancement of database search skills and critical thinking. 相似文献
13.
ELIZABETH LUNSTRUM 《Geographical review》2008,98(3):339-355
ABSTRACT. Central to its transformation from a state‐centered to a neoliberal, free‐market economy, in 1997 the Mozambican state passed a radical new land law that guarantees the rights of individuals and communities to occupy land and transfer land‐use titles, a move seen as necessary for attracting private investment. By comparing how the land law has been applied to the Limpopo National Park and several adjacent villages, I show how it has led to geographically uneven land reform. More specifically, outside the park, the law has enabled the semiprivatization of community lands, in theory protecting community land rights. However, the application of the law within the park has resulted in the further nationalization of this space, which is leading to land dispossession for communities within the park's borders. I thus show how neoliberal land reform is giving rise to a seemingly contradictory type of “neoliberal state space.” 相似文献
14.
Sanjukta Mukherjee 《The Professional geographer》2017,69(2):291-298
Drawing on research conducted in India's software industry in Bangalore, this article explores the multiple positionalities of differently situated people in the project—state officials, software firm managers and owners, software professionals, and researcher as critic. Challenging conventional notions of positionality centered on individual scholars' negotiations of their own identities, I trace the institutional, geopolitical, and social relations within which all participants are embedded. I argue that moments of tension and uncertainty are not just symbolic of multiple positionalities of both researcher and researched but also indicate the fraught nature of information technology–led development in neoliberal India. This article thus provides a particular opportunity to trouble notions of power, positionality, reflexivity, and feminist commitment to untangling the politics of knowledge production while “studying up” in transnational contexts. 相似文献
15.
《Urban geography》2013,34(2):194-200
Education is considered key to economic growth and to the reduction of social inequality and disadvantage. Contemporary education policy reflects the ideals of a neoliberal agenda (i.e., reform and economic competitiveness). Given that the United States both recognizes and abides by the rules of the free market, public schools find themselves in a neoliberal straitjacket. This "one-size-fits-all" garment has "pinched" public schools. This study draws on a broadly post-structural perspective of space and geographical context, and utilizes insights from Foucault to flesh out issues regarding "taken-for-granted" education reform in the U.S. Specifically, this work looks at No Child Left Behind through a geographic lens, emphasizing the importance of local context and the differential effects of policy. 相似文献
16.
Sarah Elwood Matthew Wilson 《International journal of geographical information science》2017,31(10):2098-2116
Over two decades after the scholarly interventions that coalesced into ‘critical GIS’ as a field within GIScience, critical GIS remains underdeveloped in conversations on teaching and learning. The literature on GIScience education has emphasized content more than pedagogies – what to teach versus how to teach to move students toward particular learning objectives. This emphasis is reflected in dominant curricular approaches to critical GIS, in which questions around the complicated origins and complicit social, political, and economic relationships of GIS are taken up as discrete topics, tacked onto instruction that otherwise prioritizes technical dimensions of GIScience. We argue that GIScience coursework must resist such modularization by approaching critical GIS not as a set of topics, but an orientation to GIS praxis that ‘does’ GIS from within a questioning stance, to ask how we know. We outline specific curricular shifts and teaching practices we have used to foster this orientation in GIS students, offering ways of continually engaging students in practicing this orientation as they learn strong technical GIScience content. Finally, we trace the successes, challenges, and tensions sparked by these critical GIS pedagogies, drawing on student evaluation comments from our courses and reflecting on broader implications for GIScience instructors and geography faculty. 相似文献
17.
This article investigates efforts by a small regional university without a geography department to incorporate geography into its general education curriculum as part of a “quality enhancement” process mandated by its accreditor. Drawing on interviews and surveys of students and faculty, we highlight lessons learned that may be useful for institutions considering similar changes—including the importance of valuing disciplinary expertise, addressing faculty contingency, and engaging with existing research on geographic education and pedagogy. The initiative, while limited in significant ways, also suggests opportunities for advocates of geography to engage with agendas around general education reform and accreditation. 相似文献
18.
Waquar Ahmed 《Singapore journal of tropical geography》2014,35(2):179-196
The Indian economy suffered a balance of payment crisis in 1991, which provided the context for the rolling out of neoliberal policies, also referred to as the New Economic Policy in India. This paper examines the national and global causes and context of India's economic crisis and adoption of neoliberal policies. While grounding my analysis in historical‐geographical materialism, I argue that India's economic crisis was a product of certain contingent conditions. I draw attention to India's pre‐neoliberal economic regime and analyse how the earlier‐established relationship between revenue generation and expenditure ran into trouble; what changes occurred in the organization and management of revenues and capital; nature of interventions of the state in the circulation of capital; changes in the physical aspects of circulation of commodities, together with foreign trade and the formation of the ‘world market’; and the rise of the United States as the only global superpower. I conclude that India's economic crisis of 1990–91, and the neoliberal policies that followed, are products of contingent historical and geographical conditions. A teleological approach towards examining global capitalism and production of economic crisis often neglect such contingencies and provide a set of causalities that may, at best, be classified as incomplete. 相似文献
19.
中国高等教育经费投入空间格局及形成机理研究 总被引：3，自引：1，他引：2
利用Cartogram专题地图分析1995~2011年中国省际高等教育经费支出空间分布差异的基础上,采用Wolfson极化指数与循环累积因果原理分析高等教育经费投入空间差异化的形成机理,得出结论：① 中国高等教育经费投入总体呈“东、中、西”阶梯状递减的非均衡空间格局,空间极化日益显著;生均教育经费虽然比较均衡,但仍呈“东西两大地带隆起而中部塌陷”的特征;部属院校教育经费非均衡性与地方院校相比更为突出。②中国高等教育经费投入区域差异是受国家政策主导,在人口分布、地理环境、经济发展水平及资金收益率等多因素的影响下形成的复杂循环累积效应所致。 相似文献
20.
《The Journal of geography》2012,111(5):196-206
Abstract To effectively use journals and other writing for learning tasks as critical thinking and learning tools, geographic educators need to draw from the education literature on concept learning. Using the literature on concept learning and critical thinking, geographic educators can construct different kinds of journal assignments that give students opportunities to personalize and understand concepts. I demonstrate that students, regardless of their sex, level of education, or previous coursework in geography, found journal assignments helpful in understanding human geographic concepts. 相似文献