Communication from readers

Abstract

In geographic education, a scientific approach is typically acclaimed as the most appropriate approach to teach, model, and use in the schools. This approach, however, is more honored in the professional literature and meetings than in teaching. Admittedly, many practical problems provide opportunities and challenges for teachers to use the scientific approach. The recent trend toward “standards” in the profession, moreover, may also prove more a hindrance than a help in achieving scientific literacy.     

The Geography

Editor's Note: The views and opinions expressed in the following paper have been written in the form of a letter or conversation between a dissertation advisor and an advanced graduate student in medical geography. It emphasizes the pervasive qualities of the health component of human behavior, and hopefully transmits aspects of human behavior that are taking hold in medical-ecological research. It attempts to suggest what at least one practicing medical geographer thinks a major facet of the field will be like as it matures. The holistic perspective that it envisages seems to be taking hold in neighboring disciplines—or perhaps “interdisciplines”as they might someday be called. The speculative quality of the presentation is intended to serve as a possible springboard for professional interaction.     

Bulletin Boards in Geography

Abstract

Teaching geography within a field-based, environmental-problem-solving framework integrates geographic knowledge and practice and introduces high school students to skills required to undertake geographic research. A five-day field investigation on coastal geography was designed for juniors at a science high school in New Jersey. The goal of the field investigation was to allow students to engage in problem-solving, gather field data, apply geographic concepts and tools, and foster the ability to think critically. The purpose of the investigation was to identify the spatial distribution of litter on a beach and interpret the distribution based on physical and human processes. The field site is a 400-m-long shoreline reach in Raritan Bay, New Jersey. Students defined the term “litter” for purposes of the investigation, developed a classification system, and mapped the location and type of litter on the beach. Three sampling grids were established across the beach from the dune crest to the waterline. Students conducted topographic surveys of the sampling grids, collected litter in each grid cell, and counted, classified, and weighed the litter. Data gathered were reduced, analyzed, and interpreted based on the published literature. Findings were presented at a formal presentation on the last day of the investigation. Students submitted a written report and presented the results of the investigation at a student conference two months later. Field investigations can expose students to different methods of data sampling and measurement. Collaboration between secondary schools and universities can result in successful learning initiatives that allow students the opportunity to experience the role of a practicing professional.     

Resources for Preservice Education: A Personal Perspective

Abstract

Gail Ludwig and I met in late August 1994 to outline this special issue of the Journal. We spent part of the day brainstorming about what ought to be included and then a few hours thinking about the types of articles we could solicit that would be both useful and fun. This section addresses those ideas. Gail and I asked a number of leading geographic educators to recommend five books that every preservice student (and educator) should read and to explain why each book should be required reading. The diversity of responses mirrors the eclectic nature of geographic educators—and the richness of our field. Here follows the “top five” of James Binko, Sr. Madeleine Gregg, James M. Marran, and Salvatore J. Natoli.—Sarah W. Bednarz     

Unmasking geographic polarization and clustering: A micro-scalar analysis of partisan voting behavior

“Geographic polarization”, the spatial concentration of “like” voting behavior, is a phenomenon closely related to “partisan polarization”, the intensification of diametrically ideological positions, is understudied, and is critical to the understanding of current American electoral behavior. To date, few studies have examined geographic polarization, and those that do have done so at the scales of regions, states, and counties. However, local influences operating within areas smaller than counties influence voting behavior and can produce geographic polarization. To address these scalar and methodological shortcomings, this research focuses on the smallest political units, precincts, using a case study of the Greater Cincinnati Metropolitan Area. Presidential election data from 1976 through 2008 were collected by precincts, analyzed using spatial statistics, and mapped to examine evolving geographic polarization over this 32-year period. The results measured at the precinct-scale, suggest an increased concentration of partisan behavior and emphasize a local residential spatial pattern of geographic polarization.     

We Are All Makers: The Method of Keyword Selection in Teaching and Learning Human Geography

Abstract

Geographers continue to engage in public debate “inside the Beltway” by participation within and through federal agencies and through the National Research Council. Several examples illustrate the level and kind of this engagement, which has been concentrated on environmental and spatial data and analysis themes. Most professional geographers have the opportunity to engage in this form of public debate through participation in the activities of the National Research Council. The level of this participation has been surprisingly strong, given the small size of the community of professional geographers, and has helped to shape both U.S. and international research agendas relevant to geographic research. Participation, however, is concentrated in a few programs and individuals, raising questions about the sustainability of geography's voice in this public activity.

     

Towards a Regionally Balanced Geographic Education Beyond Geography Class

Abstract

This contribution to the “Comments” section first introduces a metric designed to estimate the amount of attention given to different countries of the world in academia using Internet “term paper mills”. This metric is used to introduce a call for the incorporation of more geographic education regarding peripheral areas of the world into the broader college curriculum. Even as geography courses struggle to incorporate knowledge of many peripheral parts of the world, the rest of the university experience is continuing to reflect perceived “national interests.”     

To a Young Medical Geographer

Editor's Note : The views and opinions expressed in the following paper have been written in the form of a letter or conversation between a dissertation advisor and an advanced graduate student in medical geography. It emphasizes the pervasive qualities of the health component of human behavior, and hopefully transmits aspects of human behavior that are taking hold in medical-ecological research. It attempts to suggest what at least one practicing medical geographer thinks a major facet of the field will be like as it matures. The holistic perspective that it envisages seems to be taking hold in neighboring disciplines—or perhaps “interdisciplines”as they might someday be called. The speculative quality of the presentation is intended to serve as a possible springboard for professional interaction.     

A Folk Guide to Geography as a Holistic Science

Abstract

This article defines geography as a holistic science that seeks to explain variations in the human-environment relationship over the earth's surface. By critically evaluating the ontological, epistemological, and methodological commitments of geography, an attempt is made to bridge the gap between the specialized, professional discussion of geography and practical pedagogical needs. The central argument is threefold. First, by combining natural and social science, the geographical perspective is crucial as a means to explain, and to help solve, real world problems. Second, such a multidimensional science demands a holistic approach. Finally, if this message is to be heard, geographers will need to put more effort into translating their professional discourse into that of nongeographers. The key is to change the prevailing “folk model” of geography held by nongeographers as a means to render the geographic project more intellectually coherent and institutionally legitimate.     

The Council at Work

Abstract

The George J. Miller Award for Distinguished Service Committee has selected truly “A Person for all Seasons.” The recipient of this year's award favors the tropics, but has had rich experiences in the middle and high latitudes as well. The approach to geographic analysis which this year's recipient espouses has a rough but recognizable parallel in De Bello Gallico: “Gallia est omnis divisa in partes tres” (referring, obviously, to the recipient's A-V-T association). Although never a general—and here I presume Julius Caesar was—this person has chaired, ruled, flown, edited, directed, presided, superintended—and in each case earned a title appropriate to the service. But in two distributaries of endeavor where much of the time no formal title is granted, this year's award recipient has truly excelled: serving the profession and teaching students.     

Contributors

Abstract

Jan Nijman, assistant professor and Knight Junior Fellow, University of Miami, Florida. Main research and teaching interests are in international relations, political geography, and development issues. Recipient of Nystrom Award 1991, Association of American Geographers, for doctoral dissertation “A Political Geography of U.S.-Soviet Relations, 1948–1988: The Value of a Spatial Perspective” (Department of Geography, University of Colorado at Boulder, 1990).     

ROUND ONE FOR HSGP: A REPORT ON ACCEPTANCE AND DIFFUSION

The expansion of the Internet and e-mail access around the globe, especially into less-developed areas, raises the question of how geographers might use this technology for research purposes and the development of appropriate methodologies. This paper identifies three ways in which the use of e-mail surveys for geographic research differs from traditional mail surveys. First, there are substantial differences in selecting an appropriate sample population. Second, electronic medium considerations such as alphabet character translation, survey format, and receiving end conditions pose unique data collection challenges. Third, ascertaining that e-mail addresses to be included in a survey are operative is discussed as a useful means of maximizing the potential of an e-mail survey. Examples from an e-mail survey of environmentalists in Russia illustrate these points.     

FARM BILL MAY MEAN FUNDS FOR GEOGRAPHICAL RESEARCH

Millicent Todd Bingham was the first and only woman to earn a Ph.D. in the Department of Geology and Geography at Harvard. A talented linguist, she published in the classic tradition of the French school of human geography. Her professional geographic career came to a halt when she elected to edit the poems and letters of Emily Dickinson, work originally begun by her mother, Mabel Loomis Todd. Bingham's efforts resulted in the publication of several books and articles fundamental to the Dickinson scholarship. She credits her geographic training for much of her literary success.     

Specializations in “Jobs in Geography”: 1990–1992*

One way to probe into the direction in which American academic geography is heading is to look at the actual demand for specializations and teaching duties as expressed by the recent jobs offered by colleges and universities. The results of this inquiry for the 1990–1992 period indicate that the most frequently requested courses were GIS, regional geography, and environmental geography. The greatest number of positions were advertised as general physical geographer or human geographer and were in departments without graduate programs. The findings suggest that preparations for the profession of “geography professor” should include the ability both to conduct focused research and to teach a diverse set of courses.     

Twenty-Second European Congress of the Regional Science Association

Abstract

In his article, “Whither Geography?,” Jay R. Harman raised a number of important issues regarding the nature and direction of geographic scholarship. In this response I critically address some of those issues and offer an alternative perspective. In doing so, I support Harman's desire for the discipline to “help answer deep human questions” but argue that rather than reinforce the vitality and legitimacy of the discipline, a market-based approach of the sort he advocates could instead potentially undermine such objectives and compromise disciplinary integrity by discouraging critical inquiry. While acknowledging the influence of “the market,” I defend a place for critical inquiry within the discipline.     

The Posthuman City: San Diego'S Dead Animal Removal Program

Abstract

Nonhuman animals are part of the dynamism that typifies cities, yet prior research has obscured this condition by focusing upon a limited subset of animals and the privatized spaces that contain them. Consequently, previous research provides little guidance in developing a post-human conception of cities. This paper redresses this deficiency by redefining conceptions of “the public” and analyzing data from San Diego's Dead Animal Removal Program (DARP). Commensurate with modern political conceptions, “the public” is defined simultaneously as a spatial formation and (akin to democracies) a quantitative body of bodies. The DARP data indicate the pervasive presence of nonhuman animals in urban environments and the difficulties they face. As a nexus, the DARP illustrates how urban practices and bureaucratic systems reinstantiate “the public” in humanized form through the death and disposal of nonhumans. These hybrid relations challenge geographic methods.     

The “Cultural Turn” in the Classroom: Two Examples of Pedagogy and the Politics of Representation

Abstract

This article offers video lessons that interweave visual and written materials in order to introduce university undergraduates (who may or may not be geography majors) to some recent shifts in geographic inquiry. What is often described as the “cultural turn” in human geography invites us to examine more closely the politics of representation, whereby power relations animate the ever-unfolding construction of cultural identities. These examples of pedagogy explore the formulation of geographic knowledge about two cultural groups—the Maori and the Romany (a.k.a. Gypsies).     

Making the Connections: Infusing the National Geography Standards into the Classroom

Abstract

How will the National Geography Standards change the way teachers teach? The Standards will provide teachers with a geographic perspective that will enable them to teach improved geography content while building geographic skills and knowledge that will benefit their students for the rest of their lives. By taking a fresh look at the content in the curriculum from a geographic perspective, teachers can make connections between the Geography Standards and our own classrooms. The Standards provide information and strategies for teaching geography. They can be used to create lessons which offer opportunities for students to “do” geography and apply the skills they are learning.     

Geographic Information Technologies and the History of a Shoreline: The Case of Chapter 91 in New Bedford,Massachusetts

Abstract

This article discusses the use of geographic information technologies to assist researchers in the exploration of historical databases. The case study is a pilot project in which we used geographic information systems (GIS) and global positioning systems (GPS) to study the history of the Public Waterfront Act (the “Chapter 91” program), a policy designed to balance private property rights, public interest, and environmental protection in the Massachusetts tidelands. The issues discussed range from the role of GIS in society and its limitations as a representational tool to the ability of current GIS to deal with historical data and to manage temporal attributes.