Doing groups: Situating knowledge and creating stories     

Andrew McGregor 《The Australian geographer》2004,35(2):141-149

This paper presents group research as a potentially powerful research tool for cultural geographers interested in the ways knowledge is produced at the interpersonal level. I argue that groups can create unique research spaces that incorporate 'sociality', the everyday social norms, logics and languages that guide ordinary conversations, into the research agenda. By concentrating on these discursive norms, insights can be obtained into the ways that knowledge is negotiated, produced and constrained in different places. To demonstrate the value of group research, a case study involving Australian environmentalists is analysed, to show how forests are constructed, contested and naturalised within this particular subculture. The article concludes by emphasising the importance of group research to critical geographers interested in social empowerment and change.  相似文献   

Geographical knowledge and policy: the positive contribution of discourse studies   总被引：1，自引：0，他引：1  

Yvonne Rydin 《Area》2005,37(1):73-78

The 'discursive turn' has been blamed for a lack of engagement between geographers and policymakers. This paper argues that such a view is fundamentally flawed. It ignores the positive contribution that discourse analysis has made to policy studies and the particular role that geographers have played in developing such analyses. It is based on a misconceived view of the policy process and how knowledge can contribute to policy outcomes. A closer attention to policy discourses reveals exactly how knowledge is constructed within the policy process and can help identify how policy may be improved through discursive means.  相似文献   

Research relevance, 'knowledge transfer' and the geographies of CASE studentship collaboration   总被引：1，自引：0，他引：1  

David Demeritt  Loretta Lees 《Area》2005,37(2):127-137

The Co-operative Awards in Science and Engineering (CASE) studentship programme of the UK Research Councils provide one example of wider efforts internationally to encourage so-called 'knowledge transfer' and thereby harness publicly supported university research more closely to the goals of national competitiveness, regional economic development and local regeneration. In this paper we describe the implications of how the various UK research councils have interpreted the objectives and beneficiaries of 'knowledge transfer', both for the relative opportunities available to human and physical geographers for collaboration through CASE and for the sorts of values that their research must serve. Then, we draw on unpublished data from the Economic and Social Research Council (ESRC) to explore the geographies of CASE studentship allocation and participation. The broad regional and institutional patterns of participation we describe have important implications for ongoing debates in the UK about research selectivity and the role of the university as an engine of local development, while the striking disciplinary patterns of CASE participation, and in particular the overwhelming success of geographers in this competitive programme, provide an opportunity to reassess claims about whether and for whom geographical research is relevant.  相似文献   

Looking for the critical geographer, or why bodies and geographies matter to the emergence of critical geographies of Latin America     

Juanita Sundberg 《Geoforum》2005,36(1):17-28

This paper argues that critical geographies of Latin America begin with an analysis of how and why the bodies and geographies of geographers themselves matter. To focus on the geographer as a producer of knowledge is not to advocate the kind of navel gazing so abhorrent to many scholars. Rather, it is an effort to call attention to and critically assess how the geographer's embodied social position and geographic location inform the production of knowledge about and representations of Latin American people and nature. To illustrate how and why bodies and geographies matter, I draw from feminist and post-colonial theory and include examples from my own experiences and those of other researchers doing fieldwork in Latin American countries. I conclude by exploring the notion of situated knowledge as a tactic that writes bodies and geographies into academic texts. Ultimately, situating knowledge represents a political intervention and contribution to the broader goals of emancipatory politics shared by critical human geographers.  相似文献   

论虚拟地理环境对地理知识的表达与共享     

林珲  张春晓  陈旻  郑新奇 《遥感学报》2016,20(5):1290-1298

地理知识是通过对地理科学领域独特的背景、过程和结果进行解释而得到的知识。如何有效表达和共享地理知识是地理学研究和应用中的重要问题。本文首先将地理知识划分为3个层次,事实型知识、规则及控制型知识和决策型知识,分析了不同阶段地理语言对地理知识表达与共享的支持能力。对比地图和GIS语言,发现新一代地理语言—虚拟地理环境VGEs(Virtual Geographic Environments)能够较为全面地支持3个层次的地理知识。针对VGEs,从多个角度分析了其服务于地理知识表达与共享的能力,包括虚实结合理论、地理模型库及管理系统、动态可视化表达和异地协同工作环境。结合面向珠江三角洲地区空气质量研究问题的虚拟地理环境平台,对上述各方面进行了阐述。最后从地理知识生成、管理与应用角度对未来研究提出展望。  相似文献   

《地图学》多元教学方法改革与实践     

马晶 《测绘科学》2016,41(5):173-176

针对测绘工程专业传统的《地图学》课程教学中存在的只注重理论教学、教材内容陈旧、缺乏贴近学生实际和当前测绘科技发展的问题,该文提出《地图学》的多元教学方法,即将教书育人理念融入课堂教学、现代教学手段融入传统课堂及书本理论教学融入实践体验的教学方法。  相似文献   

“To Understand the Place”: Geographical Knowledge and Diplomatic Practice     

Merje Kuus 《The Professional geographer》2016,68(4):546-553

Diplomats produce a great deal of geographical knowledge: By reporting on distant places to their governments, they create particular understandings of political space. Yet these professionals rarely link their work to geography: What a geographer might call a geographical sensibility is labeled cultural knowledge by a diplomat. This article clarifies the relationship between geographical knowledge and diplomatic practice. Empirically, it draws from nearly 100 interviews with foreign policy professionals to offer a more “peopled” or quasi-ethnographic account of diplomacy than is usually available in scholarly literature. Conceptually, the article contributes to our understanding of how geographical knowledge is created inside diplomatic and bureaucratic institutions.  相似文献   

GIS professional development for teachers: lessons learned from high-needs schools     

Jerry T. Mitchell  George Roy  Stephannie Fritch  Brandy Wood 《制图学和地理信息科学》2018,45(4):292-304

University faculty partners from the Departments of Geography and Instruction and Teacher Education at a large, public university collaborated with K-12 teachers and the leadership of a rural school district in order to investigate the crosscutting content of science, mathematics, and geography through the integration of web-based GIS technologies. The project explored the critical connections among technology, pedagogy, and content with a particular emphasis on developing technology-enhanced, inquiry-based lessons in which the teachers and their students used GIS technologies to analyze, visualize, and present data in real-world contexts. The findings highlight the importance of well-structured professional development that builds community, integrates diverse content and pedagogical expertise, provides feedback and coaching, and is of sufficient duration to effect change.  相似文献   

Knowledge integration in sustainability governance through science-based actor networks     

《Global Environmental Change》2021

Understanding how science, technology and innovation can best help to accelerate progress in achieving sustainable development remains a grand challenge for researchers and practitioners. In the context of the global consultation process for preparing a post-2015 Sustainable Development Agenda, various science-based actor networks have emerged, aiming to translate research into political decision-making and to inform transformations towards sustainability. Over the last years, these networks seem to have taken an ever-growing role in structuring the science-policy interface in global sustainability governance. The question arises, however, how they understand and organize ‘scientific knowledge integration’ in sustainability politics.This study offers a structured comparison of twelve global science-based actor networks engaged in the implementation of the Sustainable Development Goals. It shows that these networks use two types of strategies to foster scientific knowledge integration in sustainability governance. A new framework emerges, in which each strategy corresponds to two main approaches of scientific knowledge integration: The entrepreneurial strategy generally seeks to advance advice-oriented and solution-oriented knowledge processes, while assessment-oriented and learning-oriented processes in scientific knowledge integration are mainly promoted through a mediating strategy.  相似文献   

An object-oriented knowledge representation structure for exploration data integration     

P. An  W. M. Moon  G. F. Bonham-Carter 《Natural Resources Research》1994,3(2):132-145

Knowledge representation structure and reasoning processes are very important issues in the knowledge-based approach of integrating multiple spatial data sets for resource exploration. An object-oriented knowledge representation structure and corresponding reasoning processes are formulated and tested in this research on the knowledge-based approach of integrating spatial exploration data. The map-based prototype expert system developed in this study has self-contained knowledge representation structure and inference mechanisms. It is important to distinguish between lack of information and information providing negative evidence for a map-based system because the spatial distribution of data sets are uneven in most cases. Error and uncertainty estimation is also an important component of any production expert system. The uncertainty propagation mechanisms developed here work well for this type of integrated exploration problem. Evidential bellef function theory provides a natural theoretical basis for representing and integrating spatially uneven geophysical and geological information. The prototype system is tested using real mineral exploration data sets from the Snow Lake area, northern Manitoba, Canada. The test results outline the favorable exploration areas successfully and show the effectiveness of the knowledge representation structure and inference mechanisms for the knowledge-based approach.  相似文献