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Multiculturalism Is Already a Real Fact in Universities

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Multiculturalism Is Already a Real Fact in Universities Celebrating Geographical Diversity Proceedings of the HERODOT Conference in Ayvalik, Turkey 28-31 May 2009 Edited by Karl Donert Yilmaz Ari Maria Attard Gerry O’Reilly Daneila Schmeinck Conference organiser: Yilmaz Ari Cover design: Sebastian Tyszkowski Published by: The Herodot Thematic Network e-mail: [email protected] http://www.herodot.net In collaboration with EUROGEO, Liverpool Hope University and Balikesir University © HERODOT Thematic Network The HERODOT Project has been funded with support from the European Commission. This Publication reflects the views only those who participated in the network conference, the Commission cannot be held responsible for any use which may be made of the information contained therein. 1 Contents Section 1: Cultural Diversity 4 Diversity and Symbolism of the Cultural Patrimony of the Aranjuez Royal Palace 4 (Spain) Geographic Diversity from an Artistic Perspective 11 Ethnic Diversity and its importance for the Vojvodina Region 17 Cultural Diversity and Nature: Nature conservation at Kazdagi National Park, Turkey 24 Images are coloured words in a multi-coloured world 30 Section 2: Educational Diversity 37 Windows on the World: Global Citizenship in Dutch Education 37 Using Problem-Based Learning to teach retailing and consumption geographies 42 Diversity of didactic approaches in teaching Geography 51 Reading Landscapes – Identity and Citizenship Issues: discovered by students on a 58 fieldwork visit to Belfast Becoming Geographers – promoting skills and citizenship in undergraduate fieldwork 63 Geography teacher quality and effectiveness: Lower Secondary School Students’ points 69 of view Scales of European Citizenship: how young European students see their future 75 Global Climate Change Education in Turkey 82 Do Polish Universities value Geography in the 21st Century 87 A Case for Geography and English Integrated Studies 93 Environmental study of landscape dynamics 99 Exploiting Research-based learning Resources Under the new Geography Curriculum in 104 China Place of the interactive whiteboard in higher education of the Polish educational system 109 The Role of Geography in the Primary Schools curriculum: Example of Turkey 113 Section 3: Environmental Diversity 119 Possibilities for Environmental Education at the Department of Geography 119 The role of students as change agents in identifying perceived barriers and gateways to 125 achieving sustainability at a UK university Between Fear and Fascination: An empirical Study on Risk Perception concerning 133 Global Warming Natural Resources and Education for Sustainable Development 138 The Influence of Short-Term Environmental Education on Graduate Students: an 144 example from Kaz Dagi National Park, Turkey Shades of forested landscape in a megacity of developing world: synthesising structural 150 and functional patterns Geography of Energy in the higher education – the point of view of young geographers 155 Section 4: Geographical Diversity 161 Austria and Turkey: their burden of histories 161 Consumption and City Fragmentation 168 Making Representations of Diversity in Vilnius – Capital of the most peripheral central 176 region in Europe Indicators of sustainable urban development: A review of urban regeneration projects in 183 Karachi, Pakistan Diverse Approaches to the Importance of Geography: the Death of Geography or 188 2 Geography Matters in the Information Age! Field Project: Crossing the Czech and Austrian Border 194 On the origins of cities in the Near East and their implications today 201 Cross-Border Co-operationbetween Bulgaria and Turkey (Cultural and and Historical 209 Heritage Diversity – Opportunities for Tourism) Parallels in nature and culture diversity of the European and Asian Southern Peninsulas 212 Regional Development and Spatial Planning in Bulgaria: geographical perspectives 219 The Main GeotourIsm Resources of Turkey 225 Celebrating Linguistic Diversity or accepting an `English-Only’ Europe? 232 Turkish Political History and Geographical Context 240 Water Reservoir Management and Nature Reserve Functioning – Jeziorsko Reservoir 246 (Central Poland) A New Proposal for Environmental Safeguarding of the Coastal Zone 252 The Spatial Dimension of Human-Wildlife Conflicts – Discoveries of New Animal 255 Geography Section 5: Geotechnological Diversity 264 Practical Aspects of Project Based Interdisciplinary Teaching with GIS 264 Diversity of approaches to using geoinformatics in public education: the case of 269 Slovenia iGuess: Introducing GIS Use in Education in Several Subjects 275 GIS In Pre-Vocational Secondary Education 281 Teaching a Progression of Courses in Geographic Information Science at Higher 285 Education Institutions IT to promote Europe in Primary School 290 Geoinformation support of derived mapping based on digital terrain model 296 Utilization of GIS in mediaeval archaeology and historical geography 304 A Framework to Manage the Time Dimension of GIS 308 The Use of GIS and Remote Sensing as Information Support for Landscape 314 Management Dynamic Data Structures for Geographic Data 324 Digital:earth:at – Centre for Teaching and Learning Geography and Geoinformatics 329 3 Section 1: Cultural Diversity Diversity and Symbolism of the Cultural Patrimony of the Aranjuez Royal 1 Palace (Spain) Mª del Carmen Mínguez García Department of Human Geography Complutense University of Madrid [email protected] Abstract Any landscape is in itself a manifestation or a celebration of geographical diversity. But, in countries like ours, marked by a strong humanization, landscapes are even more valuable. These landscapes become a great subject of study and not just for physical geographers, but also for human geographers. This combination of environment and humankind, throughout History, has not been as successfully implemented everywhere. And that is why we have decided to concentrate and analyze the landscaping surrounding the Aranjuez Royal Place. It is a place that perfectly represents a model that is constant in most European countries, where manmade construction presides over nature. As a result of this, there are multiple orchards, gardens and hedges around the palace, and also a very peculiar baroque town. These particular conditions have given the city of Aranjuez the honour of being included in the World Heritage List by UNESCO. This landmark, celebrated in 2001, has been a turning point on the way this palace has been perceived and studied. The different elements that are part of the landscape have been interpreted in order to understand its symbolism and are now also considered essential part of the Spanish national heritage. Key words: Landscape, Cultural, symbolism, patrimony, UNESCO Introduction In recent years geographers have learned to use the landscape of an area to understand the history and culture of a place, not only at a specific moment in history but over an extensive period of time when it was designed, transformed and consolidated; for us the landscape is capable of transmitting intellectual, cultural and artistic information (Ortega, 1987:118-119), since it is the result of the combination of natural surroundings and human influence. In order to apply this dual analysis of the landscape I have chosen the Royal Site of Aranjuez, located in the Madrid Region, Spain, since it was the place chosen by the Spanish monarchs to install one of their residences in 1171. There is a distinguished physical landscape in Aranjuez marked by the joining of the Tajo and Jarama rivers, the first of which runs through some thirty kilometres of this territory. In addition, this fluvial presence has been crucial in the shaping of the agricultural lands which are dominated by nutrient-rich clay soils, excellent for growing a variety of crops (Gómez Mendoza et al. 1999). In the second place this is a strongly humanized landscape with several historic landmarks, most noteworthy of which is the Ilustración (s. XVIII); and it has been exactly this human intervention which has shaped 1 This call forms part of the Recent dynamics and strategies of intervention in national heritage destinations research project. Ministry of Education and Science. I+D+I (2004-2007) National Plan. Reference: SEJ2006-10898/GEOG. Director: M.A. Troitiño Vinuesa. 4 the landscape over nine centuries, causing it to be transformed in conjunction with the changes of society creating symbolic spaces. In consideration, of all this the Royal Site of Aranjuez is a palimpsest in which a variety of elements come together to create a geographic reality, with which not only do its inhabitants identify, but with which we should all identify since it is ranked as a Cultural Landscape on the world Heritage List, as it satisfies the following criteria2: Criterion ii: Aranjuez represents the coming together of diverse cultural influences to create a cultural landscape that had a formative influence on further developments in this field, and criterion iv: The complex designed cultural landscape of Aranjuez, derived from a variety of sources, mark a seminal stage in the development of landscape design. The fact that it was awarded this ranking pays tribute to a universal value, that comes from the balance between culture and nature, but it also demonstrates a commitment that all institutions should have to conserving the landscape, which should not be viewed as a burden for the local government, but rather it should be taken as an element that foments development so as to convert it into a local treasure which can attract tourism. Because of all
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