The Geography of Racisms in NSW: A theoretical exploration and some preliminary findings from the mid-1990s

The spatial variation of racisms is an under-researched field of inquiry, certainly in Australia. This paper explores the geographies of racism in New South Wales. Responses to three opinion polls conducted between 1994 and 1996 were used to construct patterns of racisms across NSW. Preliminary findings suggest a substantive degree of racism in NSW. There was little evidence of an urban-rural variation in terms of ethnocentrism. Examination of regional variations confounds this simple division. Social Constructionist theory is put forward as a spatially sensitive theory for understanding and responding to the geographies of racism. The identification of regional variations in racism is crucial to the development of regionally specific anti-racism campaigns. This paper highlights the need for more comprehensive analyses of the varying causes and remedies for racisms.     

A century of inequality in England and Wales using standardized geographical units

This paper analyses geographical trends in relative poverty in England and Wales over the last century by comparing key quantitative indicators from key dates. The comparison is made possible by interpolating all the datasets onto a single standardized geography. Results suggest rising inequality in spite of the decline in absolute poverty.     

The construction of ‘local’ interest in New South Wales environmental planning processes

Deliberative democracy in the form of community participation is considered a ‘key priority’ in New South Wales (NSW) environmental planning. Community participation plays an increasingly central role in state significant developments, which are often sites of contestation. Community participation processes draw upon particular factors of place-based identity, which engage with notions of procedural legitimacy in subtle and not-so-subtle ways. This paper uses a legal geography analysis to explore this link between place-based identity and the experience of procedural legitimacy. We highlight a case study in which a contested coal mining development near Lithgow, NSW was approved by the NSW Planning Assessment Commission (PAC). This analysis examines how ‘local’ justice was constructed and mobilised in specific ways by proponents and opponents alike. Spatial factors of identity manifested in distinct ways in participation processes, particularly with respect to (i) claims to legitimacy and (ii) the lived experiences of engagement in a public forum. This case study demonstrates the way in which dualistic spatial terms such as ‘outsider’ opposition and ‘local’ support can render multiple interests of both human and non-human communities invisible. In so doing we are engaging with current work on environmental justice that examines the intersection of scale, efficacy and equity in processes of environmental governance.     

THE ARCHIVES OF THE ASSOCIATION OF AMERICAN GEOGRAPHERS

Although numerous courses in geographic information systems (GIS) have been introduced into the geography curriculum over the past few years, there has been remarkably little debate over the issues involved. This paper first discusses the arguments for geography as an appropriate disciplinary setting for GIS teaching at the undergraduate level. This is followed by a discussion of the nature of GIS courses and their appropriate place in the undergraduate geography curriculum. The final section of the paper describes the NCGIA Core Curriculum project and examines its significance in this broader context.     

Sources of Literature for Commercial Geography

Abstract

The No Child Left Behind (NCLB) legislation has resulted in declining classroom time dedicated to geography instruction, especially in grades K-8. To combat this problem, a National Geographic Society Grosvenor grant provided resources allowing 28 teacher-authors to generate a package of more than 80 lessons that combine the teaching of geography and mathematics skills tested on Arizona's state mandated testing. When taught in 113 piloting classrooms that mirror Arizona's student demographics, GeoMath lessons generated statistically significant increases in performance in math skills and improved understanding of geography standards. In addition, a fourth of the K-8 piloting teachers surveyed felt that teaching GeoMath lessons increased in their level of comfort in teaching mathematics. Given the success of this GeoMath strategy, and a prior GeoLiteracy program, we advocate here a national agenda of articulating geography curriculum to high-stakes tested subjects of reading and math.     

Ethnic migration between area groups in England and Wales

Minority ethnic populations in England and Wales have been increasing steadily as a share of the total population since the 1991 Census. In this paper, we are interested in how internal migration has changed as a possible consequence. Our analysis focuses on the movements between 12 area groups, as defined by the Office for National Statistics, and addresses the following three research questions: (1) how has internal migration in England and Wales evolved from 1991 to 2004; (2) what are the main differences in the movements between the White (majority) population and the ethnic minority population; and (3) how do migration patterns differ when ethnicity, education and employment statuses are considered together? The data come from the 1991 to 2004 National Health Service Central Registers, the 1999–2004 patient registers and the 2001 Census. We find strong stability in the migration patterns of the total population over time. However, large differences appear when the flows are disaggregated by ethnicity and further by education and employment. Education level is an important factor influencing the migration patterns for the White population, whereas employment status is a much more important factor for the ethnic minority population.     

Energy solution or future pollution? Applying an energy justice perspective to coal seam gas in New South Wales

ABSTRACT

The emergence of an unconventional extractive industry of coal seam gas (CSG) in New South Wales, Australia has caused a range of social tensions. Although the industry has generally received strong support from state-level governments across Australia, an eclectic social movement has arisen in opposition. Critical questions of justice have emerged in these debates about CSG, particularly about the ‘winners' and ‘losers' that would emerge should large-scale CSG extraction be introduced into New South Wales. However, the question of justice in relation to CSG extraction is not altogether so simple. Actors on all sides of CSG development have mobilised the language of justice in their claims about this energy source in sophisticated ways and at different scales. In this paper, we draw upon ‘energy justice’ scholarship to tease out different energy justice dimensions of the CSG debate in New South Wales. We show how there are significant issues that will likely intensify regarding the recognition of different forms of knowledge, the access citizens have to forms of decision-making, and the risks that span geographic and temporal scales. We argue that it is vital to appreciate the significant and interrelated injustices faced by those challenging the industry.     

Teaching GIS in Geography*

Although numerous courses in geographic information systems (GIS) have been introduced into the geography curriculum over the past few years, there has been remarkably little debate over the issues involved. This paper first discusses the arguments for geography as an appropriate disciplinary setting for GIS teaching at the undergraduate level. This is followed by a discussion of the nature of GIS courses and their appropriate place in the undergraduate geography curriculum. The final section of the paper describes the NCGIA Core Curriculum project and examines its significance in this broader context.     

Geography,planning and the law: a coastal perspective

This paper examines how legal structures interact with land‐use decisions in the coastal zone. The emphasis is on NSW where there has been a steady evolution of legislative and other measures to regulate how the coast is to be planned and managed. These measures arise from a long history of individual, corporate, local government and State agency actions directed more at private benefit than at protecting and conserving environmental values for the public good. Alienation of foreshores, restrictions on access, buildings located in hazardous areas, canals exposing soils rich in acids, and pollution of waterways are examples of degradation on this coast. Yet much remains to be protected. Expansion of coastal national parks over the past decade has helped. But new planning controls have been introduced to support the NSW Coastal Policy (1997 NSW Coastal Policy (1997) A sustainable future for the New South Wales coast NSW Government, Sydney  [Google Scholar]). In essence, there is evidence that the State government seeks to implement environmentally sustainable development principles to ensure that as the population continues to grow, decisions on future land uses will reflect the functioning of ecosystems and the dynamics of coastal and catchment geomorphology and hydrology. Pressures from individuals and corporations exercising traditional property rights need to be managed within a statutory framework that facilitates sustainability of coastal environmental values cherished by so many.     

OUTREACH TO PRECOLLEGIATE AMERICAN HISTORY TEACHERS: THE UTILITY OF HISTORICAL GEOGRAPHY THEMES *

The utility of introducing historical geography topics into pre-college American history courses is explored through surveys of social studies teachers in New England and at a meeting of the National Council for Geographic Education (NCGE). Many history teachers claim to use geography in their courses, but use mostly map skills, place locations, and determinism. History teachers are interested in materials and workshops on historical geography themes, however, and sample, materials were well received by teachers in attendance at a national and a regional conference.     

Media Constructions of Aboriginality: implications for engagement with coal seam gas development in Australia

Recent neo-liberal policy frameworks in Australia advocate economic development opportunities for Aboriginal Australians as a viable strategy to redress the marginalisation and social disadvantage that appear to characterise many Aboriginal communities. In New South Wales (NSW), Aboriginal peoples are currently negotiating with industry for the chance to participate in coal seam gas (CSG) development opportunities. Based upon research focusing on CSG development in the Northern NSW region, this paper argues that certain constructions of Aboriginality inhibit successful Aboriginal engagement with the economic opportunities provided by CSG. This paper illuminates the role of the media in facilitating dominant discourse about Aboriginality and the implications of those constructions for Aboriginal engagement with the mainstream economy. Findings demonstrate that the media are complicit in constructing Aboriginal peoples in a way that could prejudice their attempts to engage in economic opportunities that do not align with the dominant constructions of Aboriginality.     

Holocene vegetation history of Bundjalung National Park and Bungawalbin Creek,north‐eastern New South Wales

Few studies have been conducted into the environmental history of the North Coast region of New South Wales (NSW). To address this, two sedimentary sequences located in the coastal Bundjalung National Park and at Bungawalbin Creek, just north of the Park (both near Evans Head, NSW) have been investigated. Palynological and geochemical analyses were used to reconstruct the history of the sites. Fossil pollen evidence representing much of the Holocene period — basal radiocarbon dates of 8700 ± 60 years BP and 6600 ± 60 years BP are available from the Bundjalung National Park and Bungawalbin Creek sites, respectively — indicates a dynamic past environment, with an overall tendency towards drier conditions. This evidence is supported, in part, by charcoal analyses indicating an increase in the occurrence of fire over time. Chemical analyses of the sediments indicate that the Bungawalbin site was strongly influenced by estuarine conditions, whereas the Bundjalung National Park site was only influenced indirectly by estuarine conditions.     

Late Holocene Fluvial Change in a Tufa-depositing Stream: Davys Creek,New South Wales,Australia

Tufas are constructional landforms composed of calcium carbonate. They are common in karst terrains, and are known worldwide as useful archives of palaeoenvironmental information. In the case of fluvial tufas, these carbonate deposits experience net aggradation when environmental conditions are stable, whilst incision through the deposits occurs when conditions become wetter. In this study, the first of its type in temperate Australia, we used geomorphological and sedimentological evidence preserved in fossil tufas and alluvial terraces to investigate the fluvial history of Davys Creek (NSW, Australia). The nature and timing of fluvial changes along two quasi-independent reaches of the creek were synchronous, suggesting the operation of externally driven processes rather than local internal fluvial adjustments. Following a period of sustained aggradation, rapid incision occurred along the creek between 1500 and 1600 years before present ( bp ) in response to a shift to a moister climate. This was succeeded by a second major aggradation event (1500 years bp to 150 years bp ), then subsequent incision following the arrival of Europeans at 150 years bp.     

Teaching American Indian Geography and History with New Perspectives: The Lodge Pole River Project Example

Abstract

A three-year institute called “The Lodge Pole River Project” was designed to change educator perceptions of American Indian historical geography and encourage the creation of balanced and culturally sensitive American Indian K-12 curriculum. This project offered unique opportunities to assess a geography institute's impact upon teacher knowledge and perceptions towards Native people and pedagogical approaches to teaching about American Indians and their landscapes. The assessment suggests that three weeks of field work, archival research, and curriculum writing increased participant knowledge of American Indian history and culture, solidified sympathetic perceptions and attitudes towards Native people, and strengthened the ability of educators to offer different interpretations of American Indian geography and history to their students.     

The Pecan. Its Culture and Commercial Value

Abstract

This paper addresses the neglect of social justice and social change in the undergraduate general education curriculum at a community college. The intended audience of this paper is community college instructors with heavy teaching loads of mostly general education courses. Without pretending to be a rigorous analysis of theories of radical pedagogy in the classroom, this article aims to balance a review of the discourse surrounding the undergraduate general education curriculum with examples of classroom practices.

The first step in preparing our students to become agents of social change is to equip them with understanding and empathy, in the hope of ending the alienation that is a barrier to action. Assignments in general education geography courses are shared and reflected upon as a first step in grounding theory and introducing students to the struggle for social justice at home and abroad.     

Rainfall-driven Episodic Flood Events: are they a major factor in moulding New South Wales arid land vegetation patterns?

Episodic high rainfall has been proposed as an important factor in perennial species recruitment but flooding based on rainfall at a distance from the site has received little attention. Although such flood events in arid Australia are rare, studies of the ephemeral Olary Creek indicate that occasional floods can also have a high impact on the vegetation and landscape. During February 1997, a high-rainfall event caused flooding in the Olary Creek. One branch of the creek created a terminal lake within mallee vegetation on Nagaela Station in far-western New South Wales. The flood path of Olary Creek and this terminal lake allow study of the importance of rainfall-driven flood events in shaping vegetation in arid environments. This paper reports (i) the response of arid land plant species to high-rainfall-driven episodic flood events and (ii) how grazing pressure from native and introduced herbivores can impact on native species response.

A systematic study was conducted to understand the botanical composition in flooded and control areas based on 25 m² fenced and unfenced plots subjected to flooding and non-flooding. For 6 years following flooding, species richness in the flooded area was twice that of unflooded areas. In particular, 27 native species from 13 families were recorded both in the enclosed and open plots located in the flooded area. Over the study period nine species: Brachyscome ciliaris, Helichrysum leucopsidium, Vittadinia cuneata, Casuarina pauper, Maireana sedifolia, Salsola kali, Sclerolaena obliquicuspis, Eremophila sturtii and Eucalyptus foecunda germinated only in the flooded enclosed plots. Further, 11 exotic species from five families were recorded in the flooded (both enclosed and open) plots over the study period. Knowledge gained from this study will contribute to management strategies for arid land vegetation.     

A Review of “The Power of Place”

Two qualitative case studies, one focusing on K-12 teachers and the other on middle school students, explore key factors associated with using Geographic Information Systems in the classroom. In both studies, access to appropriate hardware is a critical barrier. Time is another critical barrier—time to learn the GIS software and time in the curriculum to incorporate GIS as a learning experience. In both case studies, learning the technology at the expense of learning spatial analysis was a danger, suggesting the need for conscious focus on the goal of using GIS to learn how to “do geography.”     

Coastal defence and the Habitats Directive: predictions of habitat change in England and Wales

Future coastal defence policies and 'natural' processes will have an impact on habitats within Special Areas of Conservation (SAC), Special Protection Areas (SPA) and Ramsar sites. An overview of the potential nature and extent of these changes (losses or gains over the next 50 years) around the coast of England and Wales was carried out to inform policy decisions on the legal and funding aspects of coastal defence options and possible habitat replacement. It is predicted that there could be a net loss of freshwater and brackish habitat of around 4000 hectares, together with a net gain of intertidal (saltmarsh and mudflat/sandflat) habitats of around 770 hectares, with the gains associated with managed retreat ( c .12 500 ha) balancing the expected losses due to coastal squeeze and erosion on the unprotected coast. The likely costs of freshwater and brackish habitat replacement, on a hectare-for-hectare basis, is estimated to be in the order of £50–60 million, including site purchase, set-up and on-going management costs.     

Preparing Preservice Teachers to Incorporate Geospatial Technologies in Geography Teaching

This study evaluated the efficacy of geospatial technology (GT) learning experiences in two geography curriculum courses to determine their effectiveness for developing preservice teacher confidence and preparing preservice teachers to incorporate GT in their teaching practices. Surveys were used to collect data from preservice teachers at three intervals over one semester. Results indicate preservice teachers' confidence and competencies to successfully integrate GT in their teaching increased over the duration of the study. The findings highlight the value of providing GT learning experiences in geography curriculum courses and contribute to the literature on preparing preservice teachers to incorporate GT in teaching geography.     

GIS in the K-12 Curriculum: A Cautionary Note

Two qualitative case studies, one focusing on K-12 teachers and the other on middle school students, explore key factors associated with using Geographic Information Systems in the classroom. In both studies, access to appropriate hardware is a critical barrier. Time is another critical barrier—time to learn the GIS software and time in the curriculum to incorporate GIS as a learning experience. In both case studies, learning the technology at the expense of learning spatial analysis was a danger, suggesting the need for conscious focus on the goal of using GIS to learn how to “do geography.”