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Descriptors:
Teaching Methods; Human Geography; Foreign Countries; Educational Philosophy; Writing Instruction; Self Concept; Political Influences; Second Language Learning; Second Language Instruction; Language Planning; Educational Trends; Critical Theory; Standards

Abstract:
In this article, the author examines Makiguchi Tsunesaburo's philosophy and practice of human geography ("jinsei chirigaku"), community studies ("kyodoka"), and composition instruction based on "value-creating pedagogy" ("soka kyoikugaku") for thinking through and responding to two competing trends intersecting language, identity, and education in the contemporary United States--the politicized imagining of America and increasingly ineffective critical approaches to second language education. As the politicized imagining and language policies Makiguchi faced in wartime Japan are echoed, though in substantively different form, in the contemporary United States, the author draws on Makiguchi's own words in these areas to think through and suggest ways contemporary educators can "create value" from the two aforementioned trends intersecting language, identity, and education in the United States. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Human Geography; Geography Instruction; High School Students; Advanced Placement; Creative Teaching; Lesson Plans; Teaching Methods; Web Sites; Learner Engagement

Abstract:
The challenge of teaching AP Human Geography to high school students is to make geography relevant, engaging and "real world." Often the pace of teaching AP classes constrains the ability of teachers to do creative projects and truly engage students until after the exam is over in May. In this lesson plan, the author suggests using "Petites Projects" to further engage students in geography and provides a list of all the linked chapters (using Rubenstein's "The Cultural Landscape" 9th ed.) to Petites Projects that he does with each along with Web sites (if applicable) that might help in understanding and completing them. (Contains 9 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Municipalities; Geography Instruction; Area Studies; Field Studies; Learning Activities; Instructional Design; Program Descriptions; Human Geography

Abstract:
Growing up in Loretto, Tennessee, population 1,700, people called it "going to town" when they went to any city big enough to have a McDonald's, Walmart, or a movie theater. If someone is not from a small town, they may not know what type of economic activities a small town can support. Will the town have a police department? Will there be enough students for a secondary school? Will there be a grocery store? These are the types of questions students will need to think about when completing the "Going to Town" lesson. This lesson introduces the concepts of "threshold" and "range" and has students apply them to Loretto. Students will give their best guess as to which city near Loretto has a specific service. They will need to determine when someone in Loretto needs to "go to town" or can stay home. (Contains 5 figures and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Human Geography; Student Interests; Team Sports; Fundamental Concepts; Geography Instruction; Geography; Technology Uses in Education

Abstract:
Growing student interest in sports provides geography teachers with a special opportunity to make connections between it and fundamental concepts in the discipline. This article examines the structure, arrangement, relationships, and distinctions among minor league baseball franchise locations, stadia, and team names, and presents examples of their applicability to teaching the five themes of geography and addressing many of the national geography standards in introductory human geography courses. (Contains 12 figures and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Experiential Learning; Assignments; Rewards; Qualitative Research; Student Attitudes; Interviews; Coding; Teaching Methods; Research Skills; Seminars; Notetaking; Human Geography

Abstract:
This article describes experiential-learning approaches to conveying the work and rewards involved in qualitative research. Seminar students interviewed one another, transcribed or took notes on those interviews, shared those materials to create a set of empirical materials for coding, developed coding schemes, and coded the materials using those schemes. Students' input reveals that these assignments were more effective than readings and discussions in conveying the challenges and rewards of qualitative research. In particular, the coding assignment revealed the labor involved in doing qualitative research, but also the insights qualitative research can lead to. Others are urged to try similar assignments. ["Teaching Qualitative Research: Experiential Learning in Group-Based Interviews and Coding Assignments" was written with James Chaney, Stephanie Crider, Ian Debnam, Gentry Hanks, Corey David Hotard, E. Arnold Modlin, Martin Pfeiffer, and Jorn Seemann.] (Contains 11 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Environment; Elementary School Students; Human Geography; Qualitative Research; Childrens Rights; Religious Factors; Spiritual Development; Emotional Response; Case Studies; Photography; Decision Making; Interviews; Catholic Schools

Abstract:
This article addresses the issue of children's spiritual, relational and emotional encounters with the primary school environment, with reference to concepts and theories from both education studies and human geography. Drawing on mixed-method qualitative research in two case study institutions, the article examines pupils' photographed "special places" and the embodied spiritual practices that occurred within everyday informal spaces around the school environments. The significance of adult power and children's spiritual agency is explored in the analysis, emphasising the potentially political nature of spiritual practices and processes. In so doing, the implications for spiritual citizenship are addressed as part of the current wider interest in children's rights and participation in school ethos and decision-making. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Human Geography; Socioeconomic Status; Hypothesis Testing; Models; Rural Population; Rural Economics; Well Being; Social Indicators; Community Characteristics; Municipalities; Mining; Natural Resources; Comparative Analysis; Predictor Variables

Abstract:
Understanding the links between resource dependence and socio-economic wellbeing has long been a subject of interest amongst social scientists in North America. By contrast, relatively few Australian studies exist on this topic. This is despite the significant role of resource industries in shaping Australia's economic and social geography. Where research has been undertaken it tends to focus on the experience of a single town or region. This paper presents a cross-sectional analysis of socio-economic performance across 33 small mining towns in Western Australia. We design and test a number of empirical models that are hypothesised to account for the variability in socio-economic performance across different resource industry contexts. The results of the analysis suggest that socio-economic wellbeing in these towns is highly variable, and contingent on a range of factors including the nature of the particular commodity, company structure, and location. (Contains 8 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Elementary School Teachers; Human Geography; Geography Instruction; Population Growth; Teaching Methods; Elementary School Curriculum

Abstract:
Despite wars, natural disasters, fears of epidemics and pandemics, and other catastrophic events that are vividly featured in media outlets, the world's population continues to rise. In fact, the world recently passed another demographic milestone: a human population of 7 billion people. The number of people on Earth has tripled since around 1930, and by 2045 it is estimated that there will be 9 billion people inhabiting the planet. Factors that have improved living conditions worldwide have also contributed to the rapid growth of the world's population, including effective healthcare (both preventive and treatment), the green revolution (combination of high yield seeds, irrigation, pesticides, and fertilizers that produce an abundance of grains), better access to clean water, and improved waste water disposal technologies and policies. Although the population explosion has multiple implications, this article focuses on what it means for elementary teachers, and it provides ideas for addressing the topic of population (in terms of both its growth and characteristics) in the curriculum. (Contains 8 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cultural Pluralism; Human Geography; Foreign Countries; Educational Change; Multicultural Education; Global Approach; Capacity Building; Economic Development; Information Technology; Instructional Design; Cognitive Style; Individual Development; History

Abstract:
Purpose: Education for equity in global development and cultural diversity calls for professional capacity building to perceive diverse perspectives on complex procedures of globalisation. The discipline of human geography is such a "provider of perspectives". The purpose of this paper is to propose a historic series of how theories of geography and human development have emerged. Design/methodology/approach: This paper contributes to education and training by proposing a historic series of how theories of geography and human development have emerged. Findings: The outcomes of this analysis of geographic paradigms offer options for the management of multicultural education in development. A critical synopsis and a combination of various paradigms on global development seem most promising for a holistic and comprehensive understanding of globalisation. Research limitations/implications: In particular, recent developments in human geography exhibit rapidly changing paradigms (ironically called "the Latin America of sciences") and are hence difficult to systematise. Practical implications: Spaces are understood to be communicational spaces, the substrate of which is enabling communication technologies. The theoretical contemplations of this paper permit to design learning environments, learning styles and related technologies. Social implications: Perception and understanding of contradicting theories on global (economic and human) development facilitate education fostering multiple cultures of understanding. The author's own professional experience shows that only esteem for all paradigms can provide the full picture. Success means "collective production of meaning". Originality/value: Understanding history frees us to reach future consensus. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Human Geography; Intercultural Communication; Translation; Democracy; Pragmatics; Information Technology; Networks; Social Systems; Political Attitudes; Semiotics; Aesthetics; Activism; Role; Models; Trend Analysis

Abstract:
Developments in communication technologies have brought about the proliferation of self-mediated textualities and empowered networks of non-professional translators to engage in participatory subtitling practices. These subtitling agencies are often part of a movement of cultural resistance against global capitalist structures and institutions, whether for aesthetic or political reasons. This article gauges the extent to which participatory subtitling challenges assumptions underpinning traditional scholarship on intercultural communication, as instantiated in the pragmatics of audio-visual translation. It is argued that affectivity emerges as a powerful non-representational force behind amateur mediation. Rather than simply aiming to deliver "accurate" representations of the source text meaning, amateur subtitles seek to performatively intervene in the articulation and reception of the audio-visual semiotic ensemble. Drawing on selected examples of aesthetic and political subtitling activism, this article examines the relevance of non-representational theory, originally developed within the field of human geography, to the study of the expressive or transformational role of amateur subtitling. It is suggested that the epistemological and political dimensions of this non-representational phenomenon are symptomatic of a wider trend towards a radical model of democracy. (Contains 1 table, 4 figures, and 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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