The Geography and Area Studies Interface from the Second World War to the Cold War

Disciplinary geography's history represents an important source for contemporary debates over the status of geographical knowledge across the social sciences. This article argues for a reorientation of geography's history by examining its interface with the development of area studies in the United States. It investigates the epistemological and institutional transformations that occurred in the decades before and after the Second World War as the regional concept transmuted into area studies. The article finds that although geography's regional concept shaped the spatial constructions of area studies, the latter's imaginative geographies fixed the regional concept along geopolitical visions of the nation‐state and Cold War regional blocs that continue to occlude social scientific attempts to redraw the borders of the world.     

On Geographic and geography

New Zealand Geographic is one of a number of geographical magazines published in the English‐speaking world that make little or no reference to work by academic geographers. It recently launched a New Zealand Geographic Trust to promote research into ‘New Zealand's life, culture and sciences’ and collaborated with four other publishers of geographical magazines to raise awareness of climate change: the work of academic geographers is again ignored. This exclusion of academic and school geography from such enterprises raises important issues regarding the discipline's public profile in New Zealand and suggests the need for greater public engagement activity by the country's geographers.     

Looking back and moving forward: Health geography in Aotearoa and beyond

Health geography in Aotearoa New Zealand (NZ) has had a major impact on international sub‐disciplinary debates. It is timely to celebrate our domestic health geography achievements and alert ourselves to the challenges ahead. This reflection article provides a brief overview of Aotearoa NZ's maturing health geography community and includes the reflections of a panel discussion held during the bi‐annual NZ Geographical Society conference in 2016. We argue that the eclectism of health geography in NZ and beyond is both the sub‐discipline's major strength and challenge.     

Preparing Geographers for Interdisciplinary Research: Graduate Training at the Interface of the Natural and Social Sciences

Recent debates about the state of geography raise valuable questions about how the discipline can and should change in response to shifting institutional realities. Focusing on the breadth and interdisciplinarity of geography, these discussions often overlook the role of pedagogy—particularly graduate training—in adapting the discipline to new institutional landscapes. Drawing on experiences as current and recent geography doctoral students, we identify institutional seedlings of opportunity that can be cultivated toward a spectrum of alternative doctoral training models. These alternatives offer significant opportunities to better prepare early-career geographers for success and to solidify geography's position as a leader in interdisciplinary research.     

Trade Disputes,Dispute Settlement Mechanisms,and Local Development

Dispute settlement mechanisms (DSMs), and the institutional architecture of free trade agreements, have been neglected in economic geography's contemplations of international trade or globalization. This article highlights the role of DSMs in free trade agreements, especially in relation to the World Trade Organization (WTO), and draws out some implications for local development. The study reviews literatures that have addressed the mandate and rationale of the WTO's formal and legalistic DSM, paying especial attention to the realist perspective on international trade, the issue of fairness, and implications of asymmetric power relations for local development. Economic geographers need to incorporate free trade institutional architectures in contemplations of local development.     

Splitting a northern account of New Zealand's neoliberalism

This review responds to Richard Peet's ‘policy regimes’ account of New Zealand's neoliberal experiment published in this volume of the New Zealand Geographer. It welcomes Peet's intervention, especially its comparative approach and its political economy focus, but suggests further insight may have been gained from closer engagement with the work of New Zealand geographers. The review argues that Peet misses opportunities to learn from the New Zealand case. The review subjects a ‘northern’ account of southern experience to a critique by ‘splitting’, a characteristically southern approach to analysing social change from the Antipodes that pays close attention to the situatedness of knowledge production.     

The Delhi Bias: knowledge hegemony of India's slum governance

Slum eradication has been a concern in South Asian cities since the colonial times. Legislation and policies are being framed both out of national desires and international strategies. However, very little is being studied on how these legislation and policies come into being, specifically geography's influence in their formulation. The article analyses parliamentary debates from India (Rajya Sabha, 1953–2014), and outlines the process of historical, political, and institutional dominance of Delhi. It shows that the slum legislation and policies in India are formulated by abstracting cases from the Delhi slums. This knowledge hegemony of Delhi is discussed within the growing consideration towards urban theory's southern shift, which puts the Southern cities (megacities) as underdogs. The paper argues that at a regional level, these megacities exert the same hegemony that the southern theory wants to avoid. The results argue towards broadening the southern theory and ordinary city discussions.     

Lessons for New Zealand from Britain's Foot and Mouth Epidemic

This paper explores some implications for New Zealand's rural community of Britain's foot and mouth epidemic in the light of growing international trade and travel, and changes in New Zealand's rural society. The paper includes ecological mapping with a projected/likely spatial distribution of an epidemic in New Zealand, and an assessment of the possible institutional and social responses in the wake of a disease outbreak. It notes the course of the epidemic in Britain, and possible differences and similarities in institutional response frameworks between Britain and New Zealand.     

New Zealanders on the Population Geography of the Western Island

New Zealand origin academics have played a key role in the academic study of Australia's population in the post-war period. The paper argues that New Zealanders have contributed not only to the furthering of knowledge of the processes of change in the Australian population but have been important in the teaching of population geography in Australian universities, made inputs into policy relating to population and been influential in the development of the Australian Population Association. Major contributions have been made by New Zealanders not only in the traditionally strong areas of population geography such as internal and international migration but also in the areas of fertility, mortality and ageing.     

‘Not every body's cup of tea’? Theoretical perspectives in school geography

Geography teaching that highlights theoretical perspectives may help develop students’ critical disciplinary thinking, despite foundational knowledge being described to New Zealand geography teachers as ‘not every body's cup of tea’. This article extends the tea metaphor by contrasting two cultivations of theoretical perspectives in school geography. Unlike the two major cultivars of the Camellia shrub, however, this paper argues that perspectives have been minimally grown through one cultivar that focuses on the views of case study individuals and organisations. A maximal cultivation of perspectives is advanced in order to progress school‐aged understanding of the diverse nature of geographical knowledge.     

Understanding the 24-Hour City: Engagement,Positionality, and the Coproduction of Knowledge

This article explores the production of geographic knowledge arising through civic engagement, using the example of a research course in Pittsburgh's South Side Flats neighborhood. Although civic engagement is a persistent feature in geography research and education, recent papers note that the term civic engagement conceals diverse practices and goals and that the outcomes of engagement are usually uncertain. In this article, I argue that attention must be paid to the positionality of stakeholder groups at all stages of the engagement process and that there are necessary limits to how participatory the coproduction of knowledge can be during a civic engagement course.     

The National Geography Standards and Your Undergraduate Curriculum: The Opportunity That Knocks More Than Once

Abstract

Geography For Life: National Geography Standards 1994 offers university geographers opportunities in the areas of program assessment and development. This article describes an assessment process that is applicable to both individual courses and geography programs. The process can strengthen programs by making them more consistent. As a result, geography may have a more powerful presence in teacher certification programs. Additional techniques for enhancing geography's role in preservice education curricula are also outlined. Finally, the article expresses concern that geographers at the university level will not take the recently published National Geography Standards seriously, thinking they apply only to K-12 education. They are challenged to extend the Standards' scope and content to the baccalaureate degree.     

Grappling with Geography's Existential Dilemma: The Legacy of William Torrey Harris

Geography's existence as a school or college subject has never been a given. While geographers make cases for geography's importance, acceptance of those cases rests not on impassioned rhetoric but on the social and intellectual contexts into which disciplines fit. Contexts are contested and they change. From a seemingly secure position at the beginning of the twentieth century, geography's role in American schools has been eroded and diminished by corrosive forces. Geographers need convincing answers to the existential question lest the subject disappear entirely. Geography's enviable position was in large measure the work of William Torrey Harris. Harris made a compelling existential case for geography and his vision, its implementation, its rejection, and its fate offer a model from which geographers can learn. Understanding how to respond to a social and intellectual context is crucial to geography's future.     

Geography,the Integrating Discipline: Explaining China's Population-Driven Geopolitics to Students

Abstract

This article demonstrates geography's role as an integrative discipline and its utility in connecting students to the world around them. A case study links China's demography and its geopolitics to the lives of U.S. students. The relationship of China's population pressures to its resulting economic growth, need for economic resources, and geopolitical efforts are examined using the concepts and holistic capabilities that are the academic strength of geography.     

Landscape Change and Environmental Histories

Historical geography was once a popular element of university curricula in New Zealand. It was also a conspicuous focus of research. Today however there is only one identifiable course in historical geography in New Zealand's university calendars – at Massey – and few writers have maintained an active research interest rooted in the sub‐discipline. This Comment suggests some reasons why now is a good time for New Zealand's geographers to reassess this state of affairs, and outlines five themes that might be pursued in the construction of more explicit historical geographies at the start of the third millennium.     

End of an Era? Population Geography in New Zealand at the Turn of the Century

Research into and teaching on population issues in New Zealand's university geography departments is at a crossroads. A significant cohort of New Zealand population geographers who gained their graduate and post-graduate training during the 1950s and 1960s is rapidly diminishing as a result of retirements and late career shifts. In the much more competitive university environment of the 1990s staff are either not being replaced, or their positions and programmes are being reshaped as part of radical restructuring of the social sciences and humanities. This paper reflects on recent developments in population geography in New Zealand, highlighting the contributions made by three of the country's most prominent researchers and teachers in what is fast becoming a dying field of discourse in university geography departments. The paper concludes on an ambivalent note about prospects for geographers in the era of sub-replacement fertility and the heightened attention that will be accorded to migration processes.     

AVOIDING THE DEMISE OF GEOGRAPHY IN THE UNITED STATES

This is the second of two articles about challenges that confront geography departments in a changing academic environment. College enrollment trends and tightening budgets are placing geography programs in jeopardy because the discipline is not considered by society to be indispensable. Departmental survival in a period of retrenchment may depend upon successfully demonstrating utility and quality, identifying unfilled niches in individual institutions, developing new interdisciplinary organizational arrangements, or finding ways to strengthen geography's position in governmental definitions of useful academic training.     

Confronted by Insurmountable Opportunities: Geography in Society at the AAG's Centennial*

Geographers at the AAG's centennial are challenged with exceptional opportunities to create a more central place for geography in society and in the university. Realizing these opportunities requires identifying and leveraging key emerging trends in the formation and uses of geographic knowledge. Better integration of geography's profound technological innovations with its core traditions also is necessary to strengthen the discipline's research capacity, and to more effectively engage with and contribute to the needs of society. Trends toward multidisciplinary research and integrative science, and the heightened need for geographic understanding in today's world, hold further promise for advancing the discipline while sustaining its historic strengths and diversity.     

New Zealand geography: Sharpening the focus,raising the profile

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.