Pub Date : 2023-09-02DOI: 10.1080/00167487.2023.2260220
Camila Bassi
ABSTRACTThis article challenges the representation of Zionism as the globalising hub of worldwide racist and colonial harm to humanity and the neglect of antisemitism as a contemporary form of racism. This article is not a challenge to the consensus understanding of the nation state of Israel as having racist and colonial characteristics; rather, it questions a mode of analysis that exceptionalises Israel’s ills to the point of exceptionally demanding the nation state’s dissolution, while negating Zionism’s origins as a lifeboat amid the Holocaust. In essence, this article seeks an anti-racist imagination that is informed by a holistic and universal comprehension of Zionism vis-à-vis racism, colonialism and nationalism, and that recognises the reality of contemporary anti-Jewish racism, including in the leftist milieux.
{"title":"Geography, antisemitism and Zionism","authors":"Camila Bassi","doi":"10.1080/00167487.2023.2260220","DOIUrl":"https://doi.org/10.1080/00167487.2023.2260220","url":null,"abstract":"ABSTRACTThis article challenges the representation of Zionism as the globalising hub of worldwide racist and colonial harm to humanity and the neglect of antisemitism as a contemporary form of racism. This article is not a challenge to the consensus understanding of the nation state of Israel as having racist and colonial characteristics; rather, it questions a mode of analysis that exceptionalises Israel’s ills to the point of exceptionally demanding the nation state’s dissolution, while negating Zionism’s origins as a lifeboat amid the Holocaust. In essence, this article seeks an anti-racist imagination that is informed by a holistic and universal comprehension of Zionism vis-à-vis racism, colonialism and nationalism, and that recognises the reality of contemporary anti-Jewish racism, including in the leftist milieux.","PeriodicalId":46568,"journal":{"name":"Geography","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134969813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-02DOI: 10.1080/00167487.2023.2260223
David Mitchell
ABSTRACTThis article puts geography teachers’ professional development for teaching about climate change in the spotlight by explaining the ideas behind a free, online short course: ‘Teaching for Sustainable Futures’ (UCL-CCCSE, 2023a). The course – a result of collaboration between teachers, educators and academics – is designed to show the potential of geography to learn about climate change and for sustainable futures. The article first outlines the course, then explains the research on which it has been informed, and, finally, considers the next steps for teacher development and research. AcknowledgementsI would like to thank all the colleagues who contributed to the course or have offered advice and feedback as we developed this programme. Special thanks to colleagues in the UCL-IOE Development Education Research Centre, and Dr Tessa Willy, Dr Janet Davies, Dr Alison Kitson, Dr Michael Riley, Professor Nicola Walshe, Professor Lizzie Rushton, Kirsty Holder and Danielle Sherwood for their ideas, inspiration and support.
{"title":"‘Teaching for Sustainable Futures’: a research-informed professional development course","authors":"David Mitchell","doi":"10.1080/00167487.2023.2260223","DOIUrl":"https://doi.org/10.1080/00167487.2023.2260223","url":null,"abstract":"ABSTRACTThis article puts geography teachers’ professional development for teaching about climate change in the spotlight by explaining the ideas behind a free, online short course: ‘Teaching for Sustainable Futures’ (UCL-CCCSE, 2023a). The course – a result of collaboration between teachers, educators and academics – is designed to show the potential of geography to learn about climate change and for sustainable futures. The article first outlines the course, then explains the research on which it has been informed, and, finally, considers the next steps for teacher development and research. AcknowledgementsI would like to thank all the colleagues who contributed to the course or have offered advice and feedback as we developed this programme. Special thanks to colleagues in the UCL-IOE Development Education Research Centre, and Dr Tessa Willy, Dr Janet Davies, Dr Alison Kitson, Dr Michael Riley, Professor Nicola Walshe, Professor Lizzie Rushton, Kirsty Holder and Danielle Sherwood for their ideas, inspiration and support.","PeriodicalId":46568,"journal":{"name":"Geography","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134969815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-02DOI: 10.1080/00167487.2023.2260221
Laura Hobbs, Sarah Behenna, Sophie Bentley, Carly Stevens
ABSTRACTMinecraft is an extremely popular computer game and educational tool. It provides various place-based facilities, with schools, towns and islands recreated, and geology and archaeology made available to explore in-game. In this ‘Spotlight On … ’ article we offer a synopsis of some of the existing resources created using this package. We also look at how Minecraft is used to engage with real-world places and features. AcknowledgementsSince 2015 Science Hunters has received funding from multiple sources that have been acknowledged in relevant outputs. Hazard mitigation sessions and the production of this article formed part of the Science Hunters project ‘Building to Break Barriers’, which was supported by the Royal Academy of Engineering under the Ingenious awards scheme.Notes1 Mojang Studios created the original Minecraft game. In 2014, Mojang and its associated Minecraft intellectual property, including Minecraft Education (ME), were purchased by Microsoft.
{"title":"Near and far: engaging students with place through <i>Minecraft</i>","authors":"Laura Hobbs, Sarah Behenna, Sophie Bentley, Carly Stevens","doi":"10.1080/00167487.2023.2260221","DOIUrl":"https://doi.org/10.1080/00167487.2023.2260221","url":null,"abstract":"ABSTRACTMinecraft is an extremely popular computer game and educational tool. It provides various place-based facilities, with schools, towns and islands recreated, and geology and archaeology made available to explore in-game. In this ‘Spotlight On … ’ article we offer a synopsis of some of the existing resources created using this package. We also look at how Minecraft is used to engage with real-world places and features. AcknowledgementsSince 2015 Science Hunters has received funding from multiple sources that have been acknowledged in relevant outputs. Hazard mitigation sessions and the production of this article formed part of the Science Hunters project ‘Building to Break Barriers’, which was supported by the Royal Academy of Engineering under the Ingenious awards scheme.Notes1 Mojang Studios created the original Minecraft game. In 2014, Mojang and its associated Minecraft intellectual property, including Minecraft Education (ME), were purchased by Microsoft.","PeriodicalId":46568,"journal":{"name":"Geography","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134969816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-02DOI: 10.1080/00167487.2023.2260222
Patrick D. Hagge
ABSTRACTGiven the sensational development of virtual reality (VR) technologies in recent years, how can hopes of fully-immersive experiential learning in geography classrooms be achieved? One solution may be through Google Earth VR, which is a truly immersive app for ‘visiting’ places across the globe via a wired VR headset. The app has been an increasing focus of academic research and classroom VR sets, but many challenges exist, such as technical issues and developer neglect by Google. As the educational benefits of VR for student learning continue to be seen, can a somewhat stagnant Google Earth VR app become a mainstay in academic geography, thus realising the dream of immersive classrooms?
{"title":"The rise and stagnation of <i>Google Earth VR</i> : dashing the hopes of immersive geography classrooms?","authors":"Patrick D. Hagge","doi":"10.1080/00167487.2023.2260222","DOIUrl":"https://doi.org/10.1080/00167487.2023.2260222","url":null,"abstract":"ABSTRACTGiven the sensational development of virtual reality (VR) technologies in recent years, how can hopes of fully-immersive experiential learning in geography classrooms be achieved? One solution may be through Google Earth VR, which is a truly immersive app for ‘visiting’ places across the globe via a wired VR headset. The app has been an increasing focus of academic research and classroom VR sets, but many challenges exist, such as technical issues and developer neglect by Google. As the educational benefits of VR for student learning continue to be seen, can a somewhat stagnant Google Earth VR app become a mainstay in academic geography, thus realising the dream of immersive classrooms?","PeriodicalId":46568,"journal":{"name":"Geography","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134969820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-02DOI: 10.1080/00167487.2023.2260225
Peter Jones
ABSTRACTThis article uses a human geography approach to explore, and reflect upon, the ways in which some of the leading supermarket retailers in Europe are addressing the transition to net-zero greenhouse gas emissions.
{"title":"European supermarket retailers and climate change: reducing greenhouse gas emissions towards net-zero","authors":"Peter Jones","doi":"10.1080/00167487.2023.2260225","DOIUrl":"https://doi.org/10.1080/00167487.2023.2260225","url":null,"abstract":"ABSTRACTThis article uses a human geography approach to explore, and reflect upon, the ways in which some of the leading supermarket retailers in Europe are addressing the transition to net-zero greenhouse gas emissions.","PeriodicalId":46568,"journal":{"name":"Geography","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134969817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-02DOI: 10.1080/00167487.2023.2260219
John Boardman, Ian Foster
ABSTRACTThe removal of barriers from rivers is a controversial topic. Barriers come in many forms including weirs, dams, sluices and bridges. Mills are listed in the 11th-century Domesday Book and shown on early Ordnance Survey (OS) maps, often with their use marked ‘corn’, etc. So, what are the arguments for removing them? As this article shows, these relate to the creation of more natural flow regimes and the re-establishment of a connection between the river channel and the floodplain. The most obvious practical benefit is that migratory fish will find their upstream passage easier. The disbenefits are provision of access for invasive species and the loss of flood control structures. On the River Rother in West Sussex, UK, the release of sediments stored behind weirs is a potential ecological hazard. In Britain, few barriers have been removed and instead fish ladders have been installed. In the USA and Europe, dam removal is well advanced. The European Commission (EC, 2020) aims to achieve 25,000km of ‘free-flowing rivers’ by 2030 with a focus on removing ‘obsolete barriers’.
{"title":"Are ‘free-flowing rivers’ a good idea? The challenge of removing barriers from our rivers","authors":"John Boardman, Ian Foster","doi":"10.1080/00167487.2023.2260219","DOIUrl":"https://doi.org/10.1080/00167487.2023.2260219","url":null,"abstract":"ABSTRACTThe removal of barriers from rivers is a controversial topic. Barriers come in many forms including weirs, dams, sluices and bridges. Mills are listed in the 11th-century Domesday Book and shown on early Ordnance Survey (OS) maps, often with their use marked ‘corn’, etc. So, what are the arguments for removing them? As this article shows, these relate to the creation of more natural flow regimes and the re-establishment of a connection between the river channel and the floodplain. The most obvious practical benefit is that migratory fish will find their upstream passage easier. The disbenefits are provision of access for invasive species and the loss of flood control structures. On the River Rother in West Sussex, UK, the release of sediments stored behind weirs is a potential ecological hazard. In Britain, few barriers have been removed and instead fish ladders have been installed. In the USA and Europe, dam removal is well advanced. The European Commission (EC, 2020) aims to achieve 25,000km of ‘free-flowing rivers’ by 2030 with a focus on removing ‘obsolete barriers’.","PeriodicalId":46568,"journal":{"name":"Geography","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134969818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-02DOI: 10.1080/00167487.2023.2260171
Katie Willis
{"title":"Technology for a brighter future?","authors":"Katie Willis","doi":"10.1080/00167487.2023.2260171","DOIUrl":"https://doi.org/10.1080/00167487.2023.2260171","url":null,"abstract":"","PeriodicalId":46568,"journal":{"name":"Geography","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134969819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-02DOI: 10.1080/00167487.2023.2260172
Mingyuan Duan
ABSTRACTThe use of story maps in high school regional geography is an emerging area of research. For this study Esri’s ArcGIS StoryMaps (EASM) was selected, and this article explores three aspects of the approach of integrating EASM in regional geography teaching: ‘selecting materials’, ‘organising content’ and ‘preparing chapters’. The article reports on both the feasibility of using EASM in this way, and how it was tested then evaluated through a survey and interviews with 147 students and 15 geography teachers in a Chinese high school. From this, it is concluded that EASM can serve as valuable teaching resources: they are easy to organise and set up through ‘chapters’ that enable storytelling about the case. Further, they allow for problem-based teaching, which can help promote a teacher-centred to student-centred shift. The approach proposed here may be useful to educators who are interested in teaching with story maps. AcknowledgementsI would like to thank the anonymous reviewers as well as the editors for their insightful and constructive comments.
{"title":"Integrating story maps into case-based geography teaching","authors":"Mingyuan Duan","doi":"10.1080/00167487.2023.2260172","DOIUrl":"https://doi.org/10.1080/00167487.2023.2260172","url":null,"abstract":"ABSTRACTThe use of story maps in high school regional geography is an emerging area of research. For this study Esri’s ArcGIS StoryMaps (EASM) was selected, and this article explores three aspects of the approach of integrating EASM in regional geography teaching: ‘selecting materials’, ‘organising content’ and ‘preparing chapters’. The article reports on both the feasibility of using EASM in this way, and how it was tested then evaluated through a survey and interviews with 147 students and 15 geography teachers in a Chinese high school. From this, it is concluded that EASM can serve as valuable teaching resources: they are easy to organise and set up through ‘chapters’ that enable storytelling about the case. Further, they allow for problem-based teaching, which can help promote a teacher-centred to student-centred shift. The approach proposed here may be useful to educators who are interested in teaching with story maps. AcknowledgementsI would like to thank the anonymous reviewers as well as the editors for their insightful and constructive comments.","PeriodicalId":46568,"journal":{"name":"Geography","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134969821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-02DOI: 10.1080/00167487.2023.2260224
John Tuppen, Marc Langenbach
ABSTRACTAlpine resorts in France experienced a sharp drop in visitors during the COVID-19 pandemic although, subsequently, they have largely recovered. However, this downturn in activity provided the opportunity to reflect on a series of underlying structural issues affecting the long-term viability of such resorts. Diversification has become a key element of development strategies, as has the need to engage in a ‘tourism transition’.
{"title":"Diversification and transition in French Alpine resorts","authors":"John Tuppen, Marc Langenbach","doi":"10.1080/00167487.2023.2260224","DOIUrl":"https://doi.org/10.1080/00167487.2023.2260224","url":null,"abstract":"ABSTRACTAlpine resorts in France experienced a sharp drop in visitors during the COVID-19 pandemic although, subsequently, they have largely recovered. However, this downturn in activity provided the opportunity to reflect on a series of underlying structural issues affecting the long-term viability of such resorts. Diversification has become a key element of development strategies, as has the need to engage in a ‘tourism transition’.","PeriodicalId":46568,"journal":{"name":"Geography","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134969814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1080/00167487.2023.2217628
Chao Ye, Qingyuan Zhang
ABSTRACT This article presents a new model of curriculum making on geography teaching at the higher education level. It shows how what we term the ‘three golden principles’ – valuing theory, matching cases and reflecting on self – can be used to inspire and contribute to geographic thought and theory teaching. The article discusses the role of geographic theories in teaching and learning in higher education with reference to Tim Cresswell’s book Geographic Thought. It then describes a teaching experiment carried out with postgraduate students in a Chinese university that sought to establish the effectiveness of the three golden principles in practice. The article demonstrates how, under the guidance of the principles, students can develop their critical and creative thinking skills. It shows that these principles can enhance the integration of students’ scientific knowledge with everyday knowledge of geography and discusses the implications of this approach for geography teaching in China and elsewhere.
{"title":"Three golden principles in geography teaching: valuing theory, matching cases and reflecting on self","authors":"Chao Ye, Qingyuan Zhang","doi":"10.1080/00167487.2023.2217628","DOIUrl":"https://doi.org/10.1080/00167487.2023.2217628","url":null,"abstract":"ABSTRACT This article presents a new model of curriculum making on geography teaching at the higher education level. It shows how what we term the ‘three golden principles’ – valuing theory, matching cases and reflecting on self – can be used to inspire and contribute to geographic thought and theory teaching. The article discusses the role of geographic theories in teaching and learning in higher education with reference to Tim Cresswell’s book Geographic Thought. It then describes a teaching experiment carried out with postgraduate students in a Chinese university that sought to establish the effectiveness of the three golden principles in practice. The article demonstrates how, under the guidance of the principles, students can develop their critical and creative thinking skills. It shows that these principles can enhance the integration of students’ scientific knowledge with everyday knowledge of geography and discusses the implications of this approach for geography teaching in China and elsewhere.","PeriodicalId":46568,"journal":{"name":"Geography","volume":"108 1","pages":"56 - 63"},"PeriodicalIF":1.4,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43518140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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