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1.
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
2.
《The Journal of geography》2012,111(2):66-73
Abstract An increased use of artistic literature as a resource in both teaching and research is evident in geography. With the growing interest of some scholars in the behavioral aspects of geography, traditional resources are being supplemented with more humanistic, subjective information sources. In historical geography, for example, literature is a particularly suitable resource for studies of man's role in past geographies and of human perception of past environments.1 Specialists in regional geography and area studies also have shown a growing appreciation of such sources.2 A parallel and related development has occurred in geographic education. In many different courses, but particularly in those dealing with regions, literature has become a recommended resource. The purposes of this paper are (1) to review the relevance of the novel as a resource for geographers and (2) to suggest that a current novel, Centennial, by James A. Michener,3 particularly warrants consideration for use in courses on the historical geography of the United States. 相似文献
3.
Feminism and Social Theory in Geography: An Introduction* 总被引：1，自引：0，他引：1
This essay introduces a collection of articles based on papers developed for a Fall 2004 speaker series at the University of Minnesota. The articles address the continued relevance of feminist geography and the unique contributions of feminist perspectives in various areas of geographic research. They also point out directions for needed future research. This introduction briefly reviews the successes of and remaining challenges to feminist geography, including material inequities yet unresolved in two other (nonresearch) “places” of academic life: teaching and the workplace. We discuss the ongoing underrepresentation of women and people of color on our faculties and in the front of classrooms. 相似文献
4.
《The Professional geographer》2013,65(3):263-264
Promotion of nonacademic geography is a logical response to curtailment of opportunity for new teaching careers. Yet this necessary redirection of effort must be accompanied by renewed dedication to education and especially to nonprofessional undergraduate education. The case for geography in the liberal arts curriculum may well be a strong one, but questions about what we can offer need to be raised more frequently among ourselves if we are to respond effectively when such questions are asked by outsiders. 相似文献
5.
《The Professional geographer》2013,65(1):6-14
This essay is a revision of a paper prepared for an NSF workshop on race and geography. Participants in the workshop were asked to offer their views on the topic and our suggestions for further research. This contribution explores some aspects of the relationship and relevance of geography to the question of race in North America. It touches on three “places” that constitute the discipline: the place of research, the place of teaching, and the workplace. With respect to research, it suggests some promising lines of inquiry. Among these are studies of the relationship of scale to the politics of identity and studies of “passing” in connection with studies of geographies of experience and geographies of power. 相似文献
6.
David Delaney 《The Professional geographer》2002,54(1):6-14
This essay is a revision of a paper prepared for an NSF workshop on race and geography. Participants in the workshop were asked to offer their views on the topic and our suggestions for further research. This contribution explores some aspects of the relationship and relevance of geography to the question of race in North America. It touches on three “places” that constitute the discipline: the place of research, the place of teaching, and the workplace. With respect to research, it suggests some promising lines of inquiry. Among these are studies of the relationship of scale to the politics of identity and studies of “passing” in connection with studies of geographies of experience and geographies of power. 相似文献
7.
8.
地理信息技术在高中地理教育中的作用越来越重要,根据2017年《普通高中地理课程标准》提出的具体内容要求和学业要求,对地理信息技术在高中地理教育中的重要性作了具体的论证;教学中的具体应用案例表明,将遥感、全球定位系统、地理信息系统应用于普通高中地理教学,不仅可以极大的增强学生的学习兴趣,还可以培养学生的地形解读和空间思维能力;同时结合中国普通高中的实际情况,对地理信息技术在高中地理教学中面临的问题也进行了一定的探究,并给出了合理的建议。 相似文献
9.
Marvin W. Mikesell 《The Professional geographer》1980,32(3):263-268
Promotion of nonacademic geography is a logical response to curtailment of opportunity for new teaching careers. Yet this necessary redirection of effort must be accompanied by renewed dedication to education and especially to nonprofessional undergraduate education. The case for geography in the liberal arts curriculum may well be a strong one, but questions about what we can offer need to be raised more frequently among ourselves if we are to respond effectively when such questions are asked by outsiders. 相似文献
10.
《The Journal of geography》2012,111(5):487-494
Abstract Although geography is being revived in the K-12 curriculum, preservice teachers—candidates for the teaching profession—now in our universities are not universally reaping the benefits of cooperative efforts of geography and college of education faculty. Reform is appropriate in both camps. Colleges of education, influenced by many agents, including Certificate/licensing regulations, accrediting agencies, professional organizations, and a stream of reform movements, are bringing education to the level of a true profession. The dimensions of the reform underway and several key players offer great opportunities for geography education and for improving the general climate for teaching excellence in institutions of higher learning. Candidates for the new teaching profession and their education faculty are teaching and learning collaboratively, and conducting research in diverse school districts. Geographers have new reasons and new opportunities to participate in the education of the geography teachers of tomorrow. 相似文献
11.
Angel Paniagua 《The Professional geographer》2016,68(3):511-518
To date, only limited research has focused on the individual in rural geography compared to the importance given to the rural community. With the sociocultural turn and moral positions in rural geography, however, the individual is acquiring more relevance but encapsulated in analytical traditions of locality community and of marginal situations and people. This article synthesizes the most significant works about the individual, especially within rural geography, and its key dimensions are identified: citizenship (political and normative dimension), emotional aspects (the extraordinary moments in peoples' lives), everyday life (the relationship between the individual and the rural place), and difference and otherness (between and within others). To develop an individual rural geography, these four dimensions, which reflect different aspects of the rural individual, must be used in a complementary manner. The relevance of each dimension suggests different types of individualities in rural areas. Ultimately, this article proposes a “new humanism” in contrast with antihumanistic poststructural approaches. 相似文献
12.
《The Journal of geography》2012,111(4):151-155
Abstract The No Child Left Behind (NCLB) legislation has resulted in declining classroom time dedicated to geography instruction, especially in grades K-8. To combat this problem, a National Geographic Society Grosvenor grant provided resources allowing 28 teacher-authors to generate a package of more than 80 lessons that combine the teaching of geography and mathematics skills tested on Arizona's state mandated testing. When taught in 113 piloting classrooms that mirror Arizona's student demographics, GeoMath lessons generated statistically significant increases in performance in math skills and improved understanding of geography standards. In addition, a fourth of the K-8 piloting teachers surveyed felt that teaching GeoMath lessons increased in their level of comfort in teaching mathematics. Given the success of this GeoMath strategy, and a prior GeoLiteracy program, we advocate here a national agenda of articulating geography curriculum to high-stakes tested subjects of reading and math. 相似文献
13.
《The Journal of geography》2012,111(3):97-102
Abstract Coyote teaching emphasizes learning community, long term mentoring, a need for learning, ownership of learning, heightened sensory awareness, storytelling, purposefully designed tricks, and the Socratic method to promote lifelong learning and a new generation of coyote teachers. Many of these methods are found in other educational philosophies but seem to be fully integrated in the coyote teaching method. Because geography is integrative, it seems a logical discipline in which to apply this method. Each of the characteristics of coyote teaching has its unique place in geography education. This article demonstrates how each of these components of coyote teaching can be readily employed, enhanced, and, more importantly, integrated into geographic education and inculcated into multiple generations of geography educators. 相似文献
14.
Mick Healey 《The Professional geographer》2003,55(1):1-17
Whereas the global march towards the professional development of geography teachers in schools was, perhaps, the major achievement in geography education of the twentieth century, promoting the professional development of faculty teaching geography in higher education is one of the major challenges that faces us in geography education for the twenty‐first century. What little educational development is currently provided for faculty teaching in universities is largely generic. There is a need for a disciplinary specific component in educational development, both for the initial training of faculty and for their continuing professional development. This article explores how the professional development of faculty is related to the international debate about developing the scholarship of teaching and learning in higher education. It reviews some recent initiatives, particularly from the United States and the United Kingdom, and examines the role of national associations and international networks in supporting faculty teaching geography in higher education. Some of the challenges involved in professionalizing teaching geography in higher education are discussed. The article ends with some suggestions for promoting lifelong professional development in geography in higher education nationally and internationally. 相似文献
15.
Wendy Harte 《The Journal of geography》2017,116(5):226-236
This study evaluated the efficacy of geospatial technology (GT) learning experiences in two geography curriculum courses to determine their effectiveness for developing preservice teacher confidence and preparing preservice teachers to incorporate GT in their teaching practices. Surveys were used to collect data from preservice teachers at three intervals over one semester. Results indicate preservice teachers' confidence and competencies to successfully integrate GT in their teaching increased over the duration of the study. The findings highlight the value of providing GT learning experiences in geography curriculum courses and contribute to the literature on preparing preservice teachers to incorporate GT in teaching geography. 相似文献
16.
Tony Binns 《New Zealand geographer》2011,67(1):2-5
Geography seems to be in good hands in New Zealand's schools and universities, but we cannot afford to be complacent. What are the key priorities for further strengthening geography in New Zealand in the years ahead? The New Zealand Geographical Society has to play a crucial role by helping to bring together geographers in the different sectors, as well as in promoting New Zealand geography internationally, and raising its profile in the media. Most of all, we need to demonstrate the vibrancy, significance and relevance of geography to the wider community. 相似文献
17.
《The Journal of geography》2012,111(5):519-523
Abstract This paper discusses a model program for preparing secondary geography teachers in the Department of Geography at the University of Northern Colorado. The key feature of the program is the presence of an outstanding secondary teacher in residence throughout the year who team-teaches the Teaching Methods in Geography and World Geography courses with geography faculty, modeling effective ways of teaching the subject. Students are paired with Colorado Geographic Alliance teacher-consultants in summer institutes and for student teaching. Analysis of formative evaluation data collected through the third year provides some measure of the program's success. Students have responded favorably to the use of a variety of teaching strategies, the opportunity to discuss with faculty why certain strategies are utilized, and how their own constructed lessons have worked in their student teaching. They have also reported that their understanding of geography has improved from taking the team-taught courses. 相似文献
18.
《The Journal of geography》2012,111(1)
Abstract The National Geography Standards must be relevant to everyone associated with educational reform. The special advantage enjoyed by geography during the last administration is slipping away. The focus has shifted from the national to the local level. One way geography can demonstrate its relevance is to strengthen its ties with environmental education. 相似文献
19.
《The Journal of geography》2012,111(5):219-227
Abstract Innovation diffusion research has shown that users of innovations have identifiable characteristics that can be used to differentiate them from nonusers. This research classifies practitioners of Internet-based teaching in college geography and relates adoption patterns to faculty members' research specialty, place of employment, teaching experience, and academic rank. All variables except academic rank were related to faculty members' adoption of and approach to Internet-based teaching. The results of the study provide insight into how the Internet is being used to teach geography in higher education. 相似文献
20.
采用历史唯物主义史观,建立一个时空框架,分析民国时期中国大学人文地理教学特色及其成因。本文主要关注1912—1949年间,国立北平（北京）师范大学、国立中央大学、国立清华大学、国立中山大学的地理系的人文地理学教学特色。研究史料来自大学的教学档案、人物回忆文章、政府文件、中国学者编撰和翻译的教材和教参,同时参考了相关研究文献。借助时空框架,基于史料对比,得出结论：(1)只有在历史的时间脉络下,才能理解民国时期军事地理、国防地理和政治地理课程设置的必然性;(2)只有在世界格局的空间框架下,才能理解民国时期的“国耻地理”教育内容,以及“中体西用”主张的失败;(3)只有将时空框架进一步细化,才能深入理解民国时期大学人文地理教学中不同教师的能动性,如学术思想、教学风格、政治主张、教材编写和选用等。综上所述,只有站在开放的时空框架中,才能更为清醒地定位当前中国大学人文地理学教学。 相似文献