Lusotropicalism: Tropical geography under dictatorship, 1926–1974

This article locates Portuguese tropical geography within wider academic debates on ‘tropicality’, contributing to discussion on not only the ‘tropicality of geography’ but also the ‘geography of tropicality’. It traces the role of Portuguese tropical geography in the colonial project and in the production of geographical knowledge, discourses and imaginaries, in particular the emergence of lusotropicality. While noting the underestimated connections with developments in German and British geography, we argue that the genealogy of Portuguese tropical geography lies mostly within contemporaneous French developments. By focusing on the central role of the Lisbon school (i.e. the Centre for Geographical Studies established in 1943), and in particular the tropical research initiated by Orlando Ribeiro (1911–1997), the paper seeks to engage with the ways in which geographical knowledge was produced within the academic discipline in Portugal under military dictatorship associated with the Estado Novo (1926–1974). By decentring the exploration of some of the ways in which the ‘tropics’ have been constructed and revising forms of producing geographical knowledge, the paper hopes to further understandings of the geographical imaginary of the tropics, unravelling the history and the role of geography in colonialism.     

Ethics in geography: giving moral form to the geographical imagination

Summary Geographers have become increasingly interested in questions of ethics. In this paper, I introduce the scope and major concerns of ethics, briefly reviewing recent literature as a means of situating geography's potential contribution. I then link ethics to the geographical imagination by developing a twofold schema representing geography's ontological project and epistemological process, an approach that unites existing professional and substantive ethical concerns among geographers. Examples of recent work by geographers in these areas are noted. I close with a set of broad questions at the interface of ethics and geography worthy of further reflection.     

By northern lights: on the making of geography in Sweden– by Anne Buttimer and Tom Mels

Statement   The Editors do not necessarily agree with the statements contained in the book reviews, and neither they nor the RGS-IBG assume responsibility for the reviewers' assessments of the books that they evaluate.     

Opportunities for geography in the New Zealand senior secondary school in the context of current curriculum developments

Abstract:  Current curriculum developments will provide a new framework for the teaching of social sciences, including geography, in New Zealand secondary schools. This article outlines recent challenges faced by the subject, and the development and likely nature of the new curriculum. Some ways in which teachers can plan and implement innovative programmes within the framework of the existing syllabus and the new curriculum are suggested.