Geography

Jeremiah Farrell\u27s crossword puzzle titled Geography with answer page, which was a contribution to the American Mensa Mind Games

Critical geography in Germany: from exclusion to inclusion via internationalisation

Critical perspectives have become more visible in German human geography. Drawing on an analysis of the debate around the German reader “Kulturgeographie” published in 2003, we suggest that this case provides new insights into the “geography of critical geography”. We briefly discuss the history of left geography in Germany, leading to a comparison of the conditions of left geography around 1980 and in recent years. The focus is on two factors in the changed role of critical perspectives in German geography: (1) the growing internationalisation of German geography, which opened new avenues and allowed new approaches to enter the discipline; and (2) the high citation indices of “critical” journals, which leads to an enhanced reputation and a high significance of international critical geography in the German discipline. However, we draw an ambiguous conclusion: the increased role of critical approaches in German geography is linked to a growing neoliberalisation of academia and a decline of critical approaches in other disciplines

Critical geography in Germany: from exclusion to inclusion via internationalisation

Critical perspectives have become more visible in German human geography. Drawing on an analysis of the debate around the German reader "Kulturgeographie" published in 2003, we suggest that this case provides new insights into the "geography of critical geography". We briefly discuss the history of critical geography in Germany, leading to a comparison of the conditions of critical geography around 1980 and in recent years. The focus is on two factors in the changed role of critical perspectives in German geography: (1) the growing internationalisation of German geography, which opened new avenues and allowed new approaches to enter the discipline; and (2) the high citation indices of "critical" journals, which leads to an enhanced reputation and a high significance of international critical geography in the German discipline. However, we draw an ambiguous conclusion: the increased role of critical approaches in German geography is linked to a growing neoliberalisation of academia and a decline of critical approaches in other disciplines

Convening Publics: The parasitical spaces of public action

About the book: Political Geography is a core subdiscipline of Human Geography, the Handbook of Political Geography will provide a highly contextualised and systematic overview of the latest thinking and research. Edited by key scholars, with international contributions from acknowledged authorities on the relevant research, the Handbook of Political Geography is divided into six sections: - Scope and Development of Political Geography - key debates; the geography of knowledge; conceptualisations of power; and conceptualisations of scale - Geographies of the State - state theory; territory and central local relations; legal and judicial geographies; borders; and states and nature - Participation and representation - citizenship; space; electoral geography; place; media public space; and social movements - Political Geographies of Difference - class; nationalism; gender, sexuality ; and culture - Geography Policy and Governance - regulation; welfare; urban space; planning, environment - Global Political Geographies - geographies of imperialism; post-colonialism; globalization; environmental politics; international relations; war; and migration The Handbook of Political Geography will be the standard work, widely used and highly-cited, by all scholars with an interest in politics and space

Changing times in England: the influence on geography teachers’ professional practice

School geography in England has been characterised as a pendulum swinging between policies that emphasise curriculum and pedagogy alternately. In this paper, I illustrate the influence of these shifts on geography teacher's professional practice, by drawing on three “moments” from my experience as a student, teacher and teacher educator. Barnett's description of teacher professionalism as a continuous project of “being” illuminates how geography teachers can adapt to competing influences. It reflects teacher professionalism as an unfinished project, which is responsive, but not beholden, to shifting trends, and is informed by how teachers frame and enact policies. I argue that recognising these contextual factors is key to supporting geography teachers in “being” geography education professionals. As education becomes increasingly competitive on a global scale, individual governments are looking internationally for “solutions” to improve educational rankings. In this climate, the future of geography education will rest on how teachers react locally to international trends. Geography teacher educators can support this process by continuing to inform the field through meaningful geography education research, in particular in making the contextual factors of their research explicit. This can be supported through continued successful international collaboration in geography education research

Cultural geography. Different encounters, encountering difference

In the first half of this paper it is argued that cultural geography is a dynamic and diverse field that extends well beyond a single branch of human geography. The boundaries between it and other sub-disciplines are often blurred. People have «different» encounters with cultural geography depending on their sub-disciplinary convergences. People also have different encounters with cultural geography depending on where they live and work. «Place matters» in the construction, production and representation of cultural geography. It takes different forms in different places. In the second half of the paper it is argued that as cultural geography continues to encounter «difference» in many guises, four possible future trends are likely: first, it is probable that there will be continued growth in cultural geography; second, there may be mounting recognition that cultural geography needs to be critical offering possibilities for radical critique and reflection; third, cultural geographers are likely to continue with their efforts to think about what, if anything, might lie beyond representation; and finally, cultural geographers are likely to deepen their reflections on the politics of knowledge production leading to more multi-language publishing practices in this area

Conceptions of geographic information systems (GIS) held by senior geography students in Queensland

Geographical Information Systems (GIS) represent one of the major contributions to spatial analysis and planning of the new technologies. While teachers and others have viewed its potential contribution to geographical education as considerable, it has not been known with any certainty whether they present a valuable educational tool that aids geographical education. The value of GIS to geographical education is viewed as depending on a geographical education being, in itself, valuable. Within this context, synergetic focus groups are employed to explore the conceptions of GIS held by 109 secondary school students studying Senior Geography in metropolitan and regional Queensland, Australia. A phenomenographic approach is adopted to identify the six qualitatively different ways, or conceptions, in which the participating students experience GIS as: 1. Maps and a source of maps in geography. 2. Mapping in geography: a way to use and create maps. 3. A professional mapping tool: exceeding the needs of senior geography. 4. Frustrating geography: irksome and presenting many challenges to the student-user. 5. Relevant geography: within and beyond the school experience. 6. A better geography: offering a superior curriculum, and broader geographical education, when contrasted to a senior geography that omits its use. The structural and referential elements of each of these conceptions are elucidated within corresponding Categories of Description. The qualitatively different ways in which the conceptions may be experienced are illustrated through an Outcome Space, comprising a metaphoric island landscape. This structural framework reveals that for the Senior Geography students who participated in this investigation, the extent to which GIS may augment the curriculum is influenced by the nature of students' individual understandings of how GIS manages spatial data. This research project is a response to repeated calls in the literature for teachers of geography themselves to become researchers and for a better understanding of GIS within geography education. It reviews the salient literature with respect to geography and geography education generally, and GIS within geographical education specifically. The investigation has confirmed that qualitatively different conceptions of GIS exist amongst students and that these are not consistently aligned with assumptions about its use and benefits as presented by current literature. The findings of the study contribute to knowledge of the potential educational outcomes associated with the use of GIS in geography education and decisions related to current and potential geography curricula. It provides guidance for future curriculum development involving GIS and argues for additional research to inform educators and the spatial sciences industry about the actual and perceived role of GIS within geography education

Inhabiting - landscapes and natures

About the book: The Handbook of Cultural Geography presents a state of the art assessment of the key questions informing cultural geography. Emphasizing the intellectual diversity of the discipline, the Handbook presents a comprehensive statement of the relationship between the cultural imagination and the geographical imagination while also looking at resonances between cultural geography and other disciplines. The work is cross-referenced throughout and presents a completely integrated overview of cultural geography. This will be an essential reference for any inquiry into how culture is spatially constituted and, equally, how geography is culturally constructed

Geographical Knowledge and Teaching Geography

Recent events in England and Wales would suggest that geography teachers need to re-engage with their subject matter to enable them to improve how they teach the geography. However, this requires a detailed understanding of how teachers use their subject knowledge. This paper outlines how two geography teachers experience tension between how they understand geography at an academic level and the ways they prefer to teach it. How they resolve these conflicts shows that these teachers have an active relationship with their subject that enables them to develop curricula in line with their values about geography