ODD VOLLAN: Ishavsfart. Selfangsten fra Suimmøre gjennem femti år

What is political geography?

Friedrich Ratzel is usually acknowledged as the father of political geography. His Politische Geographie was published in 1897. Reflections on the influence of geography on political events were, of course, made long before Ratzel's time. Herodot tells how the Persians wanted Cyrus to take them to a more fertile land, suitable for a Herrenvolk. The king declined, arguing that such a step might change them into a weak and decadent people. Similar ideas have often been expressed and are not unknown in our own time.

Herodot tells how the Persians wanted Cyrus to take them to a more fertile land, suitable for a Herrenvolk. The king declined, arguing that such a step might change them into a weak and decadent people. Similar ideas have often been expressed and are not unknown in our own time.

Ratzel's definition of political geography was:

Political geography studies and teaches the connection between spatial facts and political conditions, events and developments.     

The Future of Radical Geography∗

Radical geography has posed new, and refashioned many old, geographical problems. These problems require attention irrespective of one's political leanings. Yet radical geography has been consistently ignored by mainstream geographers since its inception. This essay examines the reasons for this situation, and finds four answers in Peet's recent review of the history of radical geography [1]. It seems likely that radical geography will continue to receive a cold shoulder unless its future exponents take pains to counter this trend. Six conditions are required to ensure progress, including effective communication in established journals, methodological heterodoxy, and a systematic, discipline-wide evaluation of the contribution of radical geography.     

Geography and Politics of the United States in the Year 2000

Abstract

The future as a productive subject of scholarly inquiry has only recently been recognized by geographers. The discipline's concern with man's spatial behavior and structure in a social, economic, and political vein suggests that teaching, research, and planning efforts can be funneled in these directions. Predicting future events and processes in the social sciences and in most areas of geography is difficult, probably more so in political geography than in many other fields. For this reason studies of a political nature represent a ready challenge and opportunity to examine present political worlds and suggest the likelihood of future political events, problems, and processes. This study, which focuses on the United States, identifies six developments and characteristics that are expected to be representative of the nation's political geography by the year 2000. Specifically, it is believed that by that date boundaries will have less meaning, the city will become the focus of political attention (as opposed to the state), new political cultures will emerge accompanied by new voting patterns, centralized authority at the national level will continue, and political considerations will play a key role in environmental planning and protection.     

Storyline-metoden,geografi og klassekameratene til 'Lille Marius'

During the last few years storyline as a teaching method has created considerable interest in many Norwegian primary schools. In storyline the teacher supplies some key concepts and the framework, and the pupils make the storyline. In this article I use a passage from Alexander Kielland's novel Gift to show how storyline can be a useful approach in geography teaching.     

Media Institute on Geographic Concepts

Abstract

A new political geography has emerged that stresses the political conflict behind the production of space. This orientation in the subdiscipline constitutes a turn away from traditional political geography, where the emphasis had previously been on the spatial distribution of political phenomena. The “new” political geographic theory has been applied to the study of environmental issues, turning the attention of scholars to the political struggle behind the construction of nature as well as space. This article reviews how the new political geography of the environment (NPGE) perspective has impacted the study of such environmental phenomena as hazards, siting issues, human-land relationships, resources, development, and international environmental governance. It concludes by suggesting how the NPGE perspective can inform pedagogy in environmental education.     

GEOGRAPHIC PUBLICATION IN GERMANY

Abstract

Feminist geography and political geography still represent two solitudes within the discipline. While increased traffic between these different parts of the discipline points to a degree of intellectual engagement, there remains a paucity of feminist thought in political geography. This article examines recent scholarship on feminist political geography, with a view to applying its insights to the struggles to protest and end political violence. The concept of feminist geopolitics is employed and recast, both as a bridging concept between feminist and political geography and as an analytical approach that has political valence in the context of the war in Iraq. Feminist geopolitics is revisited in this article, but remains a critical analytic in relation to body counts and other casualties in war zones.     

The Asian Economic “Flu”: A Geography of Crisis

This paper examines the recent economic turmoil in East Asia which has been linked to the convulsive nature of global capital movements. East Asia, once the site of rapid capital accumulation, lost its economic momentum beginning in July 1997 with a series of currency devaluations, culminating in a net outflow of private capital within a year. International capital's ability to disembed the region, however, has been highly uneven over space. That China, Hong Kong, Singapore, and Taiwan are far more territorially resilient while others like Indonesia, Thailand, and South Korea initiated major political changes suggests that the geography of crisis is far more complex than is currently presented.     

Transformations in the discipline of geography experienced over 60 years by a Norwegian geographer

ABSTRACT

The article presents the changes in the discipline of geography over 60 years as experienced both in fieldwork and in practice by a Norwegian geographer. Based on diaries and collections of memoirs, the author, Arild Holt-Jensen, presents his life story and how it has been impacted by people, places and special events. His intention is to show how geography and his own work reflect social, political and intellectual changes since the late 1950s. Initially, a regional geography approach was adopted in the fieldwork for his master’s thesis but the approach was challenged by new ideas and methods from both the spatial science school and model thinking. As a young lecturer in 1968, the author was shocked by the positivism debate and critical philosophy, and his spatial science and quantitative approach in his PhD project had to be adapted. His political engagement and interest in planning led him to research social exclusion in European neighbourhoods. His need to trace the identity of geography as a discipline resulted in a textbook that throughout the years has been updated by following up on research trends to the present. Thus, the book and the article show Holt-Jensen’s shifts in disciplinary identity and research practice.     

Editorials

Abstract

Travelers' diaries are just one example of how primary documents can be used to experience geography in the classroom. Involving students in people's lives is an effective way to interest students in geography. Students will discover how these travelers migrated across the Missouri landscape, what modes of transportation they utilized, and the places they encountered along the way. This lesson focuses on people who traveled through Missouri in the mid-1800s. State historical societies and local archives are excellent sources of travel diaries and journals that can help your students experience geography and learn something about their own state in the process.     

Effectiveness of Teaching Pedagogical Content Knowledge Through Summer Geography Institutes

Abstract

Research presented in this paper addresses two fundamental questions: how effective have state geographic alliance summer geography institutes (ASGIs) been in changing the classroom teaching behaviors of participants, and to what extent do the institutes reflect characteristics of effective inservice training? Both questions are grounded in Shulman's concept of pedagogical content knowledge—the notion that effective teaching requires knowledge of how specific ideas and procedures in a particular content domain can best be taught. On-site evaluations and four follow-up evaluations provided data regarding the strengths and weaknesses of the institutes as well as evidence regarding the institutes' long-term effectiveness in promoting change in geography instruction. Results of the study indicate that ASGI graduates not only make substantive changes in how they teach geography, but also conduct high-quality inservices that lead to changes in the teaching practices of their colleagues.     

Rural and Urban: Using American FactFinder on the Census Bureau Web Site Lesson Plan: Grades Four through Eight

Abstract

Regional survey courses are often perceived as ancillary to the systematic foci taught by geography programs. This situation stands in contrast to the recent recovery of place and region as key elements in the practice and theory of geography. In this article, I outline one possible approach for bridging the gap between regional geography's revival in theory and research and its instruction in the classroom. This approach is described in the context of a survey course about the former Soviet Union—a region where the conventional boundaries of place have been severely questioned by political, economic, and social upheavals.     

Transforming New Orleans and Its Environs: Centuries of Change

Abstract

Geography is again becoming an integral part of the premier natural-science agency of the federal government. Geographic research emphasizes the surface of the earth, a portion of the earth system that the U.S. Geological Survey (USGS) defines as the “critical zone.” Although geography was part of the USGS from the creation of the agency, in recent years geography in the agency has largely been limited to topographic mapping. Recently, the USGS and an advisory committee of the National Research Council (NRC) reviewed the role of geography at the Survey. The committee's report, along with ongoing decision-making in the federal government, is likely to reshape geography in the USGS. The newly defined USGS has a regional structure and four disciplines: geology, hydrology, biology, and geography. The NRC report emphasizes the need for the creation of a spatial database called the National Map to replace the existing series of paper topographic maps. The report also outlines the need for geographic research in geographic information science (GIScience), nature-society connections, and bridging of science to decision-making. The NRC report has been briefed throughout the USGS, in the federal executive branch, and in Congress. The changing role for geography in the USGS requires change in the agency culture, revised budgetary decisions, and the establishment of a long-term core agenda for research. Academic geographers will need to prepare a new generation of geographers for participation in the USGS and similar agencies.     

Field Trips as Valuable Learning Experiences in Geography Courses

Abstract

Field trips have been acknowledged as valuable learning experiences in geography. This article uses Kolb’s (1984) experiential learning model to discuss how students learn and how field trips can help enhance learning. Using Kolb’s experiential learning theory as a guide in the design of field trips helps ensure that field trips contribute to internalizing relevant geographical theory and concepts. Three types of field trips are presented: an informal survey of a neighborhood, a more formal scavenger hunt, and a virtual field trip using Google Earth.

Learning is the process whereby knowledge is created through the transformation of experience.

—Kolb (1984)     

Challenges of Teaching Advanced Placement Human Geography

Abstract

The new Advanced Placement (AP) human geography course is a wonderful opportunity to ensure the availability of high quality geographic education for high school students. As with any course, in addition to the students' interest and ability, their success is also closely linked to the teachers' preparation. In order to be as well prepared as possible, most AP human geography teachers want and need to know several things in addition to the course content. Questions addressed include how to promote the course, who to promote it to, necessary geographic background for both students and teachers, recommended texts and other resources, how to prepare students for the examination, and how to incorporate the course into the school curriculum.     

The Council at Work: An Open Letter to the Membership

Abstract

Funding for the improvement of geography at the precollegiate level has increased dramatically, both in the amount of money raised and the number of funders making grants. Nevertheless, geography is still not high on the priority list of most funders. Geographic educators must present a stronger case to potential funding agencies. Grant seekers must define geography appropriately, plan for at least the next five years, inventory the resources available to move forward, and be sure to emphasize the present-day relevance of geography' s subject matter. Six essential elements for fund raisers are listed, and a short caution concerning potential conflicts of interest is offered.     

Urban Contestation in a Feminist Register

Abstract

Approaches to urban contestation that challenge the dichotomy between institutionalization and opposition, and understand contestation as including engagement, are explored. The emphasis is on how recent forms of feminist analysis and critical scholarship open up a conceptual terrain for such thinking, and the discussion is grounded using further details of City for All Women Initiative/Initiative: une ville pour toutes les femmes (CAWI-IVTF), which is seen to be a concrete, successful case. Its tactics and strategies are noteworthy because of the manner in which ideas drawn from feminist and progressive organizing in other (including non-urban and non-Western) contexts have been incorporated. CAWI-IVTF's successes are most striking in relation to women who previously felt alienated from local politics. The organization's rationale, strategies, and tactics provide insights into how women active in this network create new spatialities, and how their interactions in space are producing new political subjects.     

Editorial

Abstract

Project GeoSim is a multidisciplinary effort by members of Virginia Tech's Departments of Geography and Computer Science, College of Education, and Learning Resources Center to develop computer-aided education (CAE) software for introductory geography and related classes. GeoSim laboratory exercises draw on the five fundamental themes of geography for their subject matter. The programs emphasize interactive learning combining the information capabilities of Geographic Information Systems (GIS) with the techniques of computer simulation. The result is a series of geographic explorations that will make available some of the most exciting aspects of geography to a potential audience of 425,000 introductory geography students per year.     

Activities to Develop a Spatial Perspective Among Students in Introductory Geography Courses

Abstract

Teaching students to gain a spatial perspective is one of the most difficult yet important components of geographic education. This paper presents a series of activities designed to develop a more comprehensive understanding of spatial concepts among students in introductory geography courses. The activities and content are most appropriate for high school or university undergraduate students. An evaluation of these activities demonstrates that they enhance the student's spatial perspective and their understanding of the role of spatial concepts in geography.