Applying Sequential Fieldwork Skills Across Two International Field Courses

Abstract

This article addresses the development of a conceptual model of fieldwork practice and the creation of an associated set of skills for the geosciences. The set of eight generic and seventeen specific skills is applied in two international field courses to demonstrate the utility of such a skills-centered model across a broad range of venues, curricula, and students. Both concept and practice from U.K. and U.S. universities have been welded as a means of internationalizing curriculum development. Further, it is suggested that there is merit in faculty viewing their field teaching within the framework of the whole subject curriculum such that field courses and sites are viewed as much for their contribution to the overall skill set as their support for the classroom topic.     

Are teachers and students ready for the new middle school geography syllabus in Sweden? Traditions in geography teaching,current teacher practices,and student achievement

The article examines the relationship between selective traditions in geographical education, what middle school teachers choose to emphasise in geographical education, and student achievement. The study, conducted in Sweden, is based on observations made by students in teacher training programmes, interviews with teachers, and analyses of a test administered to middle school students. It shows that selective traditions in geographical education are strong, resulting in a focus on country-related knowledge and map-reading skills. Both teachers and students seem unclear about what other subject-specific skills geography teaching provides. Furthermore, students have difficulty achieving a high level of geographic reasoning. The authors argue that a subject-specific language in geography is important in both teaching and assessment. They stress that students need more practice in geographic reasoning, since this is required by the new curriculum and in the national test in geography for Year 6 (i.e. pupils in the age range 12–13 years). The study adds to earlier research by highlighting Swedish middle school teaching, which is a neglected field within curriculum studies, and by using a combination of methods to analyse the impact of selective traditions.     

Mapping Communities: Geographic and Interdisciplinary Community-Based Learning and Research

This article discusses the ways in which the impacts of “geographic” community-based learning and research (CBLR) transcend the boundaries of the discipline of geography and also contribute to the practice and theory of civic engagement. I consider mapping and spatial thinking as a unique method for encouraging faculty, students, and community to engage in community partnerships. Drawing from several years of experience of teaching a CBLR course in an interdisciplinary setting, I highlight the role of geography in promoting community engagement. Geographic perspectives and methods can transform outreach or service models of community engagement into meaningful community partnerships that build and sustain a reciprocal relationship between university and community. I articulate three levels of geographic intervention that geographers need to attend to: theoretical, pedagogical, and institutional interventions on civic engagement.     

Historical Landscape Change in Yellowstone National Park: Demonstrating the Value of Intensive Field Observation and Repeat Photography

Although transportation and outdoor recreation are well‐recognized aspects of national parks, few studies have explored these aspects from the perspective of human geography as a means of analyzing historical landscape change. This paper offers an innovative synthesis of methods for studying cultural landscape change over time through a case study of the historical geography of transportation, tourism, and outdoor recreation along the Howard Eaton Trail (HET) in Yellowstone National Park. We conducted research through a field course that combined repeat photography, archival research, Geographic Information Systems (GIS), and traditional field methods. Results indicate that a combination of repeat photography and other methods can create an effective means of evaluating cultural landscape change; even short field courses provide opportunities for students and faculty to conduct collaborative research that provides powerful, multidimensional, situated‐learning experiences; and repeat photography creates datasets that may benefit future research and teaching.     

Engaging Communities for Success: social impact assessment and social licence to operate at Northparkes Mines,NSW

Social issues are critical to the mining industry. This study investigates how social issues have been, and are being, assessed and managed within this industry through a case study of Northparkes Mines in central west New South Wales (NSW). The research involved 29 interviews with mining executives, environmental consultants and citizens of Parkes, plus a document analysis of four environmental impact statements prepared between 1990 and 2012. Where appropriate, findings were extrapolated to the wider mining industry. The standard for social impact assessment in NSW and emerging industry guidelines on social responsibility were analysed against internationally accepted good practice. Interviews indicated greater potential to recognise the social impacts of mining in NSW and identified good practice impact assessment as only one component of a successful community engagement strategy. Complementary strategies are essential to extend the benefits of development to local communities and for companies to establish a ‘social licence to operate’. The successful approach taken by Northparkes Mines combined good practice impact assessment with a localised workforce, an integrated management team and context-specific community engagement practices. This study highlights that local communities can be empowered through development, that benefits can extend to both the community and the business and that the ongoing management of social issues will increasingly be critical to the success of the mining industry.     

Problem-Based Inquiry on World Water Problems in Large Undergraduate Classes

Abstract

This paper reports on the design and implementation of a project-based course—World Water Problems—that was introduced within the framework of introductory undergraduate geography education. The aims of the course were twofold: (1) to cultivate in students a world geographic perspective on water problems; and (2) to conduct an original research project on the search for detailed appraisals, or ex-post evaluations, of completed water projects and programs. The project involved problem-based inquiry and learning through several interrelated tasks including: hypothesis testing, systematic electronic library and database searching, corresponding with water resources experts; and synthesizing of results. Evaluation of the project, and the course more generally, was achieved through a questionnaire administered to the students and a focused in-class discussion. Overall, the students' comments about the course project demonstrate learning in the form of greater knowledge of world geographic regions and water sectors as well as enhancement of database search skills and critical thinking.     

The Role of a PhD Field Exam in Preparing Graduate Students for Academic Careers*

The Department of Geography at Arizona State University implemented a field exam as part of its PhD program requirements. This field exam requires students to develop an independent field‐based research project based on a general question in the student's specialty area. A survey of current and former PhD students and faculty members document how the field exam assists students in developing skills necessary for continuing graduate research and for preparing them for the rigors of academic employment. The outcomes of the exam include both long‐term, process‐related benefits and more immediate tangible rewards. For some students, the preliminary fieldwork and results redirect student interests and form the basis for their eventual dissertation. The field exam is adaptable to a diversity of geography research methods, subject areas, and graduate degree programs, while remaining grounded in the discipline's vibrant, widely respected fieldwork tradition.     

Developing and Sequencing Community Engagement and Experiential Education: A Case Study of Urban Geography Teaching and Research

Community engagement curricula and course design can provide substantial experiences for both community members and participating students. Using a case study approach, this research focuses on four steps in this process: initial community relationship forming, engaging in community service, transitioning to civic engagement, and developing a community-based research program. Narrative examples from student course evaluations position these community-based experiences as transformative for multiple parties. Institutional structures are presented as helpful entrees to engagement for students, while noting that community relationships provide contextualized, powerful, and meaningful relationships, supporting recommendations for emerging and existing community engagement programs.     

HYPHENATED GEOGRAPHIES: THE DEINDUSTRIALIZATION OF NATURE‐SOCIETY GEOGRAPHY*

As visions of ecological crisis mark the daily headlines, industrial spaces of intensive energy and material consumption become a more intense object of political and social concern. In this article, I attempt to situate geography's relative neglect of the ecological underpinnings of industrial capitalism within the context of the history of geographical thought. I argue that the ways in which geographers read the hyphen in the phrase “nature‐society” reveals epistemological limits to their object of study. I then offer three dramatically different readings of the hyphen and discuss how they have affected the lineages and trajectories of geographical research—Barrows's human ecology, Sauer's cultural landscape, and critical theories of social nature. I conclude by suggesting that geography needs to let go of its empirical and conceptual fixation on “nature”.     

Material Geographies and Postcolonialism

While postcolonial studies have inspired new ideas, a new language and a new theoretical inflection for a wide range of teaching and research in human geography, there have been few sustained discussions about what might constitute a postcolonial geography. This paper attempts to deal with this absence by exploring the possibilities of material geographies of postcolonialism. It suggests that geographers are particularly well placed to respond to criticisms of postcolonialism as remaining overwhelmingly textual, cultural and/or historical in focus by contributing towards a productive engagement between postcolonialism and the material realities of global inequalities, and towards a revivified political and ethical project. It explores how particular tactics might inform postcolonial methodologies within geography and makes some tentative suggestions on what a postcolonial political praxis might look like.     

Constructing Community Through Maps? Power and Praxis in Community Mapping*

Despite the growing practice of community mapping, empirical research remains limited. Extant studies have focused primarily on “counter‐maps” and indigenous maps, leaving many locally produced maps and their authors' perspectives unexplored. This article identifies the mapping process as critical to the definition and understanding of community mapping. It links critical cartography literature to goals of community‐mapping practitioners through themes of inclusion, transparency, and empowerment. The discussion highlights the social construction and practice of “community,” the relationship between maps and power, the definitional difficulties associated with community mapping, and the figurative and literal boundaries that constrain community cartography. Finally, it points to areas for further research and exploration.     

Part of the action, or 'going native'? Learning to cope with the 'politics of integration'

Summary Despite continuing work within feminist research on issues of political commitment and critical forms of engagement, and an increasing desire within geography to effect social change through our privileged positions as academics, active collaboration with groups involved in social action continues to be fraught with ambiguity and anxiety. In this paper, I consider the potential role of the 'researcher as activist' through documentation of my interaction and repositioning of identities while becoming involved in credit union development in Kingston upon Hull. I hope to illustrate how the maintenance of a critical, multi-positioned (and repositioned) identity can be seen as a beneficial, reflexive learning experience for researchers operating within ethnography, and for the research itself.     

Critical GIS pedagogies beyond ‘Week 10: Ethics’

Over two decades after the scholarly interventions that coalesced into ‘critical GIS’ as a field within GIScience, critical GIS remains underdeveloped in conversations on teaching and learning. The literature on GIScience education has emphasized content more than pedagogies – what to teach versus how to teach to move students toward particular learning objectives. This emphasis is reflected in dominant curricular approaches to critical GIS, in which questions around the complicated origins and complicit social, political, and economic relationships of GIS are taken up as discrete topics, tacked onto instruction that otherwise prioritizes technical dimensions of GIScience. We argue that GIScience coursework must resist such modularization by approaching critical GIS not as a set of topics, but an orientation to GIS praxis that ‘does’ GIS from within a questioning stance, to ask how we know. We outline specific curricular shifts and teaching practices we have used to foster this orientation in GIS students, offering ways of continually engaging students in practicing this orientation as they learn strong technical GIScience content. Finally, we trace the successes, challenges, and tensions sparked by these critical GIS pedagogies, drawing on student evaluation comments from our courses and reflecting on broader implications for GIScience instructors and geography faculty.     

(Re)presenting disaster vulnerability in New Zealand school geography

This article focuses on the representation of disaster vulnerability, using the 2010 Haiti earthquake to problematise recent changes in secondary school curriculum and assessment. Drawing upon media perspectives of the Haiti earthquake, the article contrasts a traditional and relational teaching approach to the concept of disaster vulnerability. The article concludes that teachers need to draw upon a wider range of geographical paradigms in order to move students towards critical engagement with societal issues, a key aim of the social science learning area in the New Zealand Curriculum.     

Explaining State‐Environmental NGO Relations in the Philippines and Indonesia

This paper explains how the notion of “critical engagement” has been a popular basis for NGO‐state relations in the Philippines and Indonesia. It has been used, moreover, in both liberal democratic (post‐1985 Philippines) and authoritarian (late 1960s to late 1990s Indonesia) political regimes. For both states and reform‐minded NGOs, critical engagement has represented a flexible means by which to pursue assorted political, economic and social ends. In a context of regional political and economic upheaval, it is likely to remain popular with both states and many NGOs for the foreseeable future.     

建构与批判：二战后西方边界研究进展及启示

论文通过梳理西方边界研究的发展阶段、不同学科下的边界研究进展、边界研究的主要术语及具体实践,探讨西方边界研究的一般理论和边界实践之间的逻辑关系,从而启示中国的边界研究和调整下一步的改进方向。研究表明：西方边界研究在发展阶段上最终以边界的社会建构为主要范式,这与社会科学的文化转向密切相关,也是多学科交融的结果;多学科交融的西方边界研究并没有形成统一的边界理论,但形成了一般性的边界术语,包括复杂的边界、关系的边界、过程的边界、过渡区的边界及建构的边界5个方面;边界的一般性术语来源于边界的具体实践,也推动了边界实践研究的多样化,具体涉及批判性地缘政治、社会建构的边界及尺度化的边界等议题。西方的边界研究启示在国内的边界研究过程中需要强化多学科交融与合作,关注批判性地缘政治研究方法,重视文化在边界中的作用,深化社会建构的研究范式,厘清和平衡一般理论与边界实践之间的互补、互促关系。     

Playing the Field: Questions of Fieldwork in Geography

Many questions-practical, strategic, political, ethical, personal-are raised by conducting field research. Some of these seem, or are constituted as, separate from the “research itself,” yet are integral to it. In this paper I attempt to cut through the breach that divides the doing of fieldwork and the fieldwork itself by addressing what constitutes the “field,” what constitutes a field researcher, and what constitutes data under contemporary conditions of globalization. Drawing on my work in New York City and Sudan, I argue that by interrogating the multiple positionings of intellectuals and the means by which knowledge is produced and exchanged, field researchers and those with whom they work can find common ground to construct a politics of engagement that does not compartmentalize social actors along solitary axes.     

Inventing Geography: Writing as a Social Justice Pedagogy

Abstract

A critical geographic pedagogy of writing can help students participate in public life by gaining access to the means of knowledge production. Drawing on pedagogical and composition theory, this article analyzes student papers from an introductory-level geography course to show how geography teachers can create assignments that broaden the scope of student agency and expand access to power. This is one way to promote social justice in the classroom because it fosters habits and skills of critical citizenship and participatory democracy instead of passive, consumption-oriented attitudes. Students are better able to position themselves as active members of a community and as agents in the process of critically reshaping knowledge about the world.     

Disrupting the 'whiteness' of fieldwork in geography

This paper argues that whilst fieldwork continues to make an important contribution to the learning and teaching of geography, analysis of the present-day practice of UK universities taking students on long-distance overseas trips remains apolitical and, by and large, concerned with practicalities. If this practice is analysed by locating it within a postcolonial theoretical framework of 'whiteness' it is then possible to look at the differing standpoint and positionality of those doing the viewing and those being viewed, and to also see the connections between the imperialist history of geographical exploration and present-day overseas field trips, in particular to developing countries. Using personal experience of taking UK undergraduates to visit historic slave trading sites in The Gambia as an example, the paper argues that the potential of field study to contribute to the critical pedagogy of geographical fieldwork within UK institutions of higher education requires stronger political analysis.     

The Pedagogical Benefits of Participatory GIS for Geographic Education

In this article, participatory GIS (PGIS) is explored and established as a powerful platform for geographic education. PGIS pedagogy can help educators meet diverse learning objectives pertaining to: (1) local knowledge and place-based thinking; (2) community engagement; (3) field mapping with geospatial technologies; (4) mixed-methods research; and (5) fostering of critical reflexivity in students. The discussion is supported with insights from multiple student-facilitated PGIS projects organized in rural Tanzania. There also is a thorough discussion of the challenges and caveats associated with involving students in PGIS projects, and a call for new research for assessing and advancing PGIS pedagogy.