Courageous and compassionate teaching: international reflections on our responses to teaching geography during the pandemic

This paper reflects on what we learnt about teaching geography during the COVID-19 pandemic. We interrogate how we, as geography educators working in different contexts, navigated the novel teaching spaces created during the pandemic using two key registers; courageous and compassionate pedagogies. Our premise is that understanding in more nuanced form the approaches we took to creating courageous and compassionate education during the pandemic may help geography educators to thrive when delivering future-facing education. Our approach was to write and share vignettes of our pandemic teaching upon which we (asynchronously) collectively reflected; creating emergent themes described in this paper. This approach to structured peer learning derives from our commitment to education as a collective endeavour. We argue that the disruption caused by the early pan�demic required geography educators to focus attention explicitly on areas previously taken as given. Geography educators slowed down by: (1) recognising educator and student embodiment in a novel context; (2) prioritising listening, acknowledging and shar�ing with students; and (3) paying attention to and respecting difference amongst learners and colleagues. We propose that consciously adopting these approaches will support geography educators and their students in rapidly changing circumstances across educational, employment and climate context

Emerging issues and current trends in assistive technology use 2007-1010: practising, assisting and enabling learning for all

Following an earlier review in 2007, a further review of the academic literature relating to the uses of assistive technology (AT) by children and young people was completed, covering the period 2007-2011. As in the earlier review, a tripartite taxonomy: technology uses to train or practise, technology uses to assist learning and technology uses to enable learning, was used in order to structure the findings. The key markers for research in this field and during these three years were user involvement, AT on mobile mainstream devices, the visibility of AT, technology for interaction and collaboration, new and developing interfaces and inclusive design principles. The paper concludes by locating these developments within the broader framework of the Digital Divide

Cultural commodities in Japanese rural revitalization: Tsugaru Nuri Lacquerware and Tsugaru Shamisen

10.1163/156853111X598098ASIAN JOURNAL OF SOCIAL SCIENCE394553-55

How 'Green' is Japan? Studying Environmental Issues in the Field

Education About Asia19118-2

Tokyo in Transit: Japanese Culture on the Rails and Road

10.1163/156853112X632629ASIAN JOURNAL OF SOCIAL SCIENCE401140-14

The Online Future(s) of Teaching Japanese Popular Culture

Teaching Japanese Popular Culture257-28

Work it out: Using work as participant observation to study tourism

Fieldwork Tourism: Methods, Issues and Reflections220-23

Understanding the 'Heritage' in Heritage Tourism: Ideological Tool or Economic Tool for a Japanese Hot Springs Resort?

10.1080/14616680802236329Tourism Geographies103334-35

Practising workplace geographies: embodied labour as method in human geography

AREA444489-495UNITED KINGDO

Liberating Work in the Tourist Industry

Rethinking Japanese Feminisms119-13