DOCSLIB.ORG

GEOGRAPHY 368 — DEVELOPMENT of WESTERN GEOGRAPHIC THOUGHT Fall 2009

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

GEOGRAPHY 368 — DEVELOPMENT OF WESTERN GEOGRAPHIC THOUGHT Fall 2009 Time: W 9:00-11:50 Room: Libby Lounge: G 104 Instructor: Deb Martin, [email protected] Office: 205B JAC; tel. 7104 Office Hours: My formal office hours are M noon -12:30, and W 12:30 to 1:30. However, my door is open to graduate students any time I am in my room, although I can’t promise I can stop what I am doing, but if I can’t, we can arrange a time that I can. I am usually at Clark four or five days of the work week, from late morning until 4:30 or so (I leave earlier on Fridays). You are welcome to email me with questions as well, or with a request for a formal meeting appointment. INSTRUCTOR’S NOTE This course was designed and taught by Billie Lee Turner, II. I have opted to teach the course as he taught it, following his syllabus and readings. His is not the geography that I learned in undergraduate or graduate school, and the contradictions and counter-stories of the Minnesota (versus Clark GSG) traditions will likely loom large in my own interpretations and assessments of the course material. We will be learning and debating together; my version of a development of geography course would be quite different, but it would not be the traditional GSG version. Hence, I start with this syllabus. PURPOSE & THEMES Geography 368 examines the history of the identity, subject matter, and perspectives pervasive in the discipline beginning with its modern development in 19th century Germany to its 21st century expressions in the United States. The overarching theme concerns the search of a “synthesis” science and “bridging” discipline for an identity consistent with rules of the partitioning of knowledge and the intellectual and programmatic impacts of this search. The major sub-themes follow. [1] Geography is not an “exceptional” discipline because of its synthesis character but is so because, from its modern founding, it has struggled to find an identity consistent with the logic of the structure of the academy. Geography’s spatial-chorological and nature-society visions have never been adequately combined in an identity accepted beyond the bounds of the discipline. [2] Geography’s bridge between the science and humanities creates numerous, even unique, problems in regard to the structure of the discipline and its place within the division of knowledge, and historically fostered tensions in the practice of geography. [3] The inability to resolve these issues adequately has special meaning in the current restructuring of the academy. The course also briefly examines the underpinnings and logic of thought that guided physical and human geography in the first three quarters of the past century. It thus seeks to provide a historical grounding for the second "first-year” seminar Geography 318: Explanation in Geography. Inasmuch as that course focuses on "post-positivist hegemony”, Geography 368 delves into philosophy per se only in the examination of positivism or more correctly logical positivism. EXPECTATIONS AND OBLIGATIONS Geography 368 assumes that the participants are serious scholars and expects that they take strong initiative in seeking the readings in the Goddard, JK Wright, and Marsh libraries, and digest and prepare the materials in a manner conducive to public presentation and discussion in the Geography 368-Fall 09 1 seminar. The seminar is divided into "research groups” with "lead” assignments for specific topics. An assigned group/team is responsible for a detailed response to, and expansion of the readings and instructor presentation. This response should be developed from the readings and from the team’s discussions-preparations of them. While the assigned team is responsible for “first response”, all participants are expected to participate. Remember: a central lesson of graduate education is respectful criticism. Readings are assigned in the Schedule below. Additional readings will be added as needed. The class is responsible for finding all readings assigned and making them available to one another. (There is a master file in the Mezzanine that previous years’ of graduate students have assembled.) Papers are assigned word limits that are strictly enforced. Word limits to not apply to citations and bibliography which should demonstrate depth of literature consulted. Use Annals AAG format for citations and bibliography. COURSE SCHEDULE & READINGS [Bracketed readings are not required but highly recommended.] September 2 Review of Course, Assignments, and Teams & History of GSG. Discuss faculty interview assignment IN SEARCH OF IDENTITY: GEOGRAPHY & THE RESTRUCTURING OF ACADEMY, 19TH CENTURY 9 European Antecedents [Team 1] Readings: Capel 1981; Dickinson 1969: C 1-6 & 9; Freeman 1961: C 4; Hartshorne 1939: C 2; Leighly 1928; Livingstone 1992: C 3-4; Mackinder 1887; Stoddart 1982; Taylor 1951: C2-4, 25; Turner 2002 [Darby 1953; Hanson 1997, Preface + C1; May 1970: C 3-4; Tatham 1951a; Unwin 1992: C4] AMERICAN GEOGRAPHY 16 Geology to Social Science: Harvard and Environmental Determinism [Team 2] Readings: Bassin 1992; Campbell & Livingstone 1983; Davis 1894; Frenkel 1994; Huntington 1915 Intro Judson 1960; Koelsch 1980; Peet 1985; Semple 1901: C1-2; Stoddart 1966; Taylor 1921 [Davis 1906 {also in Johnson 1954}; CPS 1991:1-8; ; Herbst 1961; Tatham 1951b; Taylor 1951: C6, 9, 19] 23 TBA: possible time for interview assignment Paper #1: In Defense of Environmental Determinism. Word Limit 250. Due: Sept. 30 30 Ag. Schools and Land Surveys: Midwest Chorology to Place [Team 3] Readings: Fenneman 1919; Hartshorne 1939: C3, 9, 11; 1955; James & Jones 1954: C2; Livingstone 1992: C 6; Penck 1927; Platt 1957; Schaeffer 1953; Smith 1987; Thornthwaite 1948; Ullman 1953; Whittlesey 1954 [Dickinson 1976; Gilbert 1960; ; Herbertson 1905; Geography 368-Fall 09 2 Parkins 1934; Taylor 1951: C 15-16; Unwin 1992:C1] Paper #2: Chorology as a “Systematic” Science. Word Limit 250. Due Oct. 14 October 7 Faculty interview report by teams 14 The Naturalists to Humanists: Historical Landscape to Cultural Ecology [Team 4] Readings: Butzer 1992; Cosgrove 1985; Duncan 1980; Entrikin 1984; Jackson 1984; Rowntree 1996; Sauer 1925; 1941; Stoddart 1987; Tuan 1976; Turner 1989; Williams 1983. [Hills 1969; Leighly 1987 [+rejoinders]; Porter 1978; Spate 1957; Stoddart 1965; Tuan 1974] 21 The "Useful” Social Science: Risk, Hazards, Resources, and Application [Team 1] Readings: Barrows 1923; Cutter 1996; Emel & Peet 1989; Jackson 1967; Kates 1987; Mitchell 1992; Ratick and White 1988; Thornthwaite 1961; Watts 1983; Wescoat 1987; White 1972 [Brookfield 1964; Burton, Kates and White 1983; Kasperson 1983; Stoddart 1965; Torry 1979] Paper #3: A Non-Unified Human-Environment Tradition: Why? Word Limit 250. Due: Oct. 28 28 Positivism and Post-Positivism [Team 2] Golledge and Amadeo 1968; Guba 1990: C1-5; Hay 1979; Hemple 1966; Kuhn 1970; Suppe 1977: 6-119; Unwin 1992: C2 SELECTIVE ECLECTICISM OR ANARCHISM November 4 The Spatial Theory Template: Dominance of Positivism [Team 3] Readings: Ackerman 1963; Barry 1979; Berry and Garrison 1958; Bird 1989: C 1 + 6; Couclesis and Golledge 1983; Cox 1976Gould 1979; Hudson 1969; Sack 1972; Taaffe 1974; Willmott 1981 [Berry 1973; Curry 1967; Hagerstrand 1968; King 1969; Sack 1974; Szymanski and Agnew 1981; Schaefer 1953] 11 The Radical and Alternative Templates: Marx to Mind [Team 4] Readings: CPS 1991: C2; Berry 1972; Blaut 1979; Duncan & Ley 1982; Harvey 1970; 1982 [intro.]; Jackson 1981; Peet 1975; Relph 1977; Roberts & Emel 1992; Smith 1979; [Bird 1989: C4-5; Gregory 1978; Hewitt 1983; ; Johnston 1981; Smith & O’Keefe 1980; Tuan 1972] Paper #4: Positivist and Marxist: Their Shared Positions. Word Limit 250. Due: Nov. 18 18 The "New” Human-Environment Geographies: the Ecologies & Human Dimensions of GEC [Team 1] Readings: Agnew & Spencer 1999; Braun 1997; Clifford 2001; Cutter, Mitchell & Scott 2000; Demeritt 2001; Grebmeier et al. 2006; Kasperson & Kasperson 1993; Kulakowski 2007; Geography 368-Fall 09 3 Peet & Watts 1996; Polsky 2004; Turner et al. 2003; Turner & Robbins 2008; Zimmer 2007 [Black 1990; Blaikie & Brookfield 1987: C1; Bryant & Bailey 1997; Cronon 1994; Hall et al. 1995; Demeritt 1996; Graff 1984; Liverman, Yarnell & Turner 2003; Sayer 1979; Turner 1997b; Rocheleau et al. 1996; Yarnell et al. 1989; Zimmerer 1994] 25 No class –Thanksgiving December 2 The "New” Geographies: New Cultural & Urban and Economic Geography [Team 2] Readings: Aoyama 2007; Barns 2001; Berry 2000; Economist 1999; Gauthier and Taaffe 2002; Gregory 1989; Hanson 2005; Harley 1992; Harvey & Scott 1989; Massey 1999; Martin 2003; Murphy 2006; Sheppard 1995; Storper 2001 [CPS 1991: C5-6; Dear 1988; Guba 1990: C18; Hanson 1992; Meinig 1983; Price and Lewis 1993a; 1993b [+commentary]; Rock and Angel nd; Robbins 2003; Sayer 1993] 9 GEOGRAPHY REVEALED: Does the King/Queen have clothes? [Team 3 and Team 4] Readings: Berry 2000; Bierly and Gatrell 2004; Brookfield 2004; Cutter, Golledge and Graf 2002; Clifford 2002; FOCUS 2004; Forum 2004; Hanson 1999; Harman 2003; Levia and Underwood 2004; Massey 1999; NRC 1997b; Symanski and Pickard 1996; Thrift 2002; [responses by Clifford, Johnston, Turner] Turner 1997a; Walford & Haggett 1995 [AAG 1999; Abler 1987; 1993; Bauer, Veblen, and Winkler 1999; Golledge 2002; Harvey & Holley 1981; ; Lukerman 1964; Peet 1998: C 1; Sack 1997; Unwin 1992:C8; Walford and Haggett 1995] Paper #5: Defining the "Geographic” that has currency in the Sciences and Humanities. Word Limit 1000. Due: Dec. 16 Geography 368-Fall 09 4 READINGS Additional readings will be provided in class as needed. AAG. 1997. GIS. Tool or science. Annals AAG 87(2): 346-373. AAG. 1999. Forum. Annals AAG 89: 144-159. Abler, R. F. 1987. What shall we say? To whom shall we speak? Annals AAG 77: 511-524. Abler, R. F. 1993. Desiderata for geography: an institutional view from the United States. In The Challenge for Geography: A Changing World, A Changing Discipline, R. J. Johnston, ed. Cambridge, MA: Blackwell) Abler, R.
Recommended publications
  • California's Political Geography 2020

    California's Political Geography 2020

    February 2020 California’s Political Geography 2020 Eric McGhee Research support from Jennifer Paluch Summary With the 2020 presidential election fast approaching, attention turns to how public views may shape the outcome. California is often considered quite liberal, with strong support for the Democratic Party—but the state encompasses many people with differing political views. In this report, we examine California’s political geography to inform discussion for this election season and beyond. Our findings suggest the state continues to lean Democratic and Donald Trump is unpopular virtually everywhere. As California leans more Democratic in general, conservative Democrats are becoming rarer even in the places where they used to be common; meanwhile, independents, also known as No Party Preference voters, are leaning slightly more Republican in many parts of the state. However, many issues have their own geographic patterns: Most Californians from coast to interior feel their taxes are too high, and Californians almost everywhere believe immigrants are a benefit to the state. Concern about the cost of housing shows sharp divides between the coast and the interior, though Californians are concerned in most parts of the state. Support for the Affordable Care Act (Obamacare) is lukewarm in most places. Even as support for the Democratic Party has strengthened in general, and opinions on some policy issues have grown more polarized in parts of the state, a closer look indicates that registering all eligible residents to vote might actually moderate the more strongly partisan places. Broad Geographic Patterns Today, California is widely understood to be a solidly Democratic state. All statewide elected officials are Democrats, including both United States senators and the governor.
  • The Politics of Political Geography

    The Politics of Political Geography

    1 The Politics of Political Geography Guntram H. Herb INTRODUCTION case of political geography, the usual story is of a heyday characterized by racism, imperialism, and ‘La Géographie, de nouveau un savoir politique’ war in the nineteenth and early twentieth centuries, (Geography: once again a political knowledge). followed by a period of stagnation and decline in the 1950s, and finally a Phoenix-like revival (Lacoste, 1984) that started in the late 1960s and now seems to be coming to a lackluster end with the cooptation This statement by the chief editor of Hérodote, of key issues of ‘politics’ and ‘power’ by other intended to celebrate the politicization of French sub-disciplines of geography. However, as David geography through the journal in the 1970s and Livingstone has pointed out so aptly, the history of 1980s, also, and paradoxically, captures a profound geography, and by extension, political geography, dilemma of contemporary political geography. If, cannot be reduced to a single story (Livingstone, as a recent academic forum showed, the political 1995). There are many stories and these stories is alive and well in all of geography, does this not are marked by discontinuities and contestations, in question the continued relevance and validity of other words, ‘messy contingencies’, which compli- having a separate sub-field of political geography cate things (Livingstone, 1993: 28). (Cox and Low, 2003)? The most fruitful response A further problem is what one should include to such existential questions about academic sub- under the rubric ‘political geography’: publica- disciplines is delving into the past and tracing the tions of scholars, the work of professional academic genesis of the subject.
  • The Emergence of Radical/Critical Geography Within North America

    The Emergence of Radical/Critical Geography Within North America

    The Emergence of Radical/Critical Geography within North America Linda Peake1 Urban Studies Program, Department of Social Science York University, Canada [email protected] Eric Sheppard Department of Geography University of California, Los Angeles, USA [email protected] Abstract In this paper we aim to provide a historical account of the evolution of Anglophone radical/critical geography in North America. Our account is structured chronologically. First, we examine the spectral presence of radical / critical geography in North America prior to the mid-sixties. Second, we narrate the emergence of both radical and critical geography between 1964 / 1969 until the mid-1980s, when key decisions were taken that moved radical / critical geography into the mainstream of the discipline. Third, we examine events since the mid- 1980s, as radical geography merged into critical geography, becoming in the process something of a canon in mainstream Anglophone human geography. We conclude that while radical / critical geography has succeeded in its aim of advancing critical geographic theory, it has been less successful in its aim of 1 Published under Creative Commons licence: Attribution-Noncommercial-No Derivative Works 2 Eric’s first exposure was as an undergraduate at Bristol in 1971 when the newly hired lecturer Keith Bassett, freshly returned from Penn State, brought a stack of Antipodes to one of his lectures. Linda’s radical awakening also came in the UK, in the late 1970s courtesy of her lecturers at Reading University. Sophie Bowlby took her The Emergence of Radical/Critical Geography in North America 306 increasing access to the means of knowledge production to become a peoples’ geography that is grounded in a desire for working towards social change.
  • Track in Human Geography) Detailed Description of the Track

    Track in Human Geography) Detailed Description of the Track

    Political Geography ( track in Human Geography) detailed description of the track Political Geography at the UvA means: - geopolitics, globalisation and governance (G3) - a comparative perspective on places in the global North & South - small-scale education - great diversity of students Geopolitics, globalisation and governance The Master programme Political Geography focusses on three core notions, Geopolitics, Globalization, and Governance, to explore the political geographies of our globalizing world. These pertain to the dynamics of the spatialities of politics, both domestic politics, international relations and transnational politics, as they can be understood through key geographical concepts such as territory, place, scale and network. Key political geographical themes include territorial conflicts, war and peace, polarizing mobilizations such as nationalism and religious fundamentalism, and pacification arrangements such as federalism, consocionalism and supranational integration, identities and languages, natural resources and population, finance and media. Drawing on case studies from Europe, the Americas, Africa and Asia, students will develop a nuanced and critical understanding of the literature on these political geographical themes. The programme will assess theories and methods in these dynamic fields of scholarship and students will be familiarized with the state-of-the-art of political geography and geopolitics before they start working on their thesis project in the field. Geopolitics The programme will examine the
  • King's Research Portal

    King's Research Portal

    King’s Research Portal DOI: 10.1177/1363460718779209 Document Version Peer reviewed version Link to publication record in King's Research Portal Citation for published version (APA): Hubbard, P. (2018). Geography and sexuality: why space (still) matters. SEXUALITIES, 21(8), 1295-1299. https://doi.org/10.1177/1363460718779209 Citing this paper Please note that where the full-text provided on King's Research Portal is the Author Accepted Manuscript or Post-Print version this may differ from the final Published version. If citing, it is advised that you check and use the publisher's definitive version for pagination, volume/issue, and date of publication details. And where the final published version is provided on the Research Portal, if citing you are again advised to check the publisher's website for any subsequent corrections. General rights Copyright and moral rights for the publications made accessible in the Research Portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognize and abide by the legal requirements associated with these rights. •Users may download and print one copy of any publication from the Research Portal for the purpose of private study or research. •You may not further distribute the material or use it for any profit-making activity or commercial gain •You may freely distribute the URL identifying the publication in the Research Portal Take down policy If you believe that this document breaches copyright please contact [email protected] providing details, and we will remove access to the work immediately and investigate your claim.
  • Grounded Theologies: 'Religion' and the 'Secular' in Human Geography

    Grounded Theologies: 'Religion' and the 'Secular' in Human Geography

    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Institutional Knowledge at Singapore Management University Singapore Management University Institutional Knowledge at Singapore Management University Research Collection School of Social Sciences School of Social Sciences 2-2013 Grounded theologies: ‘Religion’ and the ‘secular’ in human geography Justin Kh TSE Singapore Management University, [email protected] Follow this and additional works at: https://ink.library.smu.edu.sg/soss_research Part of the Geography Commons, and the Religion Commons Citation TSE, Justin Kh.(2013). Grounded theologies: ‘Religion’ and the ‘secular’ in human geography. Progress in Human Geography, 38(2), 201-220. Available at: https://ink.library.smu.edu.sg/soss_research/3134 This Journal Article is brought to you for free and open access by the School of Social Sciences at Institutional Knowledge at Singapore Management University. It has been accepted for inclusion in Research Collection School of Social Sciences by an authorized administrator of Institutional Knowledge at Singapore Management University. For more information, please email [email protected]. Article Progress in Human Geography 2014, Vol. 38(2) 201–220 ª The Author(s) 2013 Grounded theologies: Reprints and permission: sagepub.co.uk/journalsPermissions.nav ‘Religion’ and the ‘secular’ DOI: 10.1177/0309132512475105 in human geography phg.sagepub.com Justin K.H. Tse The University of British Columbia, Vancouver, Canada Abstract This paper replies to Kong’s (2010) lament that geographers of religion have not sufficiently intervened in religious studies. It advocates ‘grounded theologies’ as a rubric by which to investigate contemporary geographies of religion in a secular age.
  • Behavioral Geography: an Ecoliteracy Perspective and Critical Thinking Skills in Men and Women

    Behavioral Geography: an Ecoliteracy Perspective and Critical Thinking Skills in Men and Women

    Indonesian Journal of Geography Vol. 51 No. 2, August 2019 (115 - 122) DOI: http://dx.doi.org/10.22146/ijg.36784 RESEARCH ARTICLE Behavioral Geography: an Ecoliteracy Perspective and Critical Thinking Skills in Men and Women Nadiroh Nadiroh, Uswatun Hasanah and Vania Zulfa Universitas Negeri Jakarta, Indonesia Received: 2018-10-20 Abstract This study aims at explaining the behavior of students of the biology-Jakarta State Accepted: 2019-05-29 University study program on environmental preservation in the perspective of ecoliteracy and critical thinking skills. Ecoliteracy is an understanding and behavior or the action of a person towards the environment. The results of the study show that there is no effect of the interaction Keywords: between ecoliteracy and thinking Skills. In addition, there is also no interaction between eco- Crime rate; literacy and gender. This study supports previous relevant research and provides new empirical Gini index; information that ecoliteracy and critical thinking skills are the causes of someone contributing school dropout; panel data; to preserving the environment. However, the influence of ecoliteracy interactions and critical partial autocorrelation thinking skills is not significant. In addition, the interaction in the ecoliteracy and gender per- spective needs to be ignored because both of them make the same contribution. Therefore, the application of ecoliteracy must begin early. The application of ecoliteracy can also be integrated into the media that are currently developing rapidly. So that at the university level, the concept of Corespondent Email: ecoliteracy has emerged in a more creative and innovative form by initiating new innovations in [email protected] the more advanced environment.
  • GEO--Geography

    GEO--Geography

    College of Arts and Sciences GEO Geography GEO 109 DIGITAL MAPPING. (3) This course introduces the concepts, techniques, and histories behind mapping as a creative and artist practice. It covers the centrality of the map in everyday life and the changing role of maps as society becomes increasingly saturated by digital information technologies such as geographic information systems (GIS) and global positioning systems (GPS). The course introduces principles in cartographic design and geovisualization culminating in a series of maps created by each student. GEO 130 EARTH’S PHYSICAL ENVIRONMENT. (3) A course exploring the fundamental characteristics of earth’s physical environment. Emphasis is placed on identifying interrelationships between atmospheric processes involving energy, pressure, and moisture, weather and climate, and terrestrial processes of vegetative biomes, soils, and landscape formation and change. Fulfills General Education requirements for Inquiry in Natural Sciences, and elementary certification requirements in education. #GEO 133 SCIENCE AND POLICY OF NATURAL HAZARDS. (3) This course examines the science of natural hazards such as hurricanes, earthquakes, landslides and floods, and the causes and effects of the natural hazards. It explores the relationships between the science of, and policy toward, such hazards, discusses their predictability, and examines how scientific knowledge influences policy-making. GEO 135 GLOBAL CLIMATE CHANGE. (3) This course provides a broad overview of the processes that have shaped the climate in which we live, and of consequences of changes to this climate. The principle functions of climate in relation to the hydrosphere and biosphere are introduced, and climate change over geological time is described. The basic data used by climate science to identify and explain historical climate change, paleoclimate change, and more recent climate trends are examined.
  • The Story of My Face: How Environmental Stewards Perceive Stigmatization (Re)Produced by Discourse

    The Story of My Face: How Environmental Stewards Perceive Stigmatization (Re)Produced by Discourse

    Sustainability 2010, 2, 3339-3353; doi:10.3390/su2113339 OPEN ACCESS sustainability ISSN 2071-1050 www.mdpi.com/journal/sustainability Article The Story of My Face: How Environmental Stewards Perceive Stigmatization (Re)produced By Discourse Jutta Gutberlet 1,* and Bruno de Oliveira Jayme 2 1 Department of Geography, University of Victoria, P.O. Box 3060 STN CSC, Victoria, B.C., V8W 3R4, Canada 2 Interdisciplinary Program, University of Victoria, P.O. Box 3060 STN CSC, Victoria, B.C., V8W 3R4, Canada; E-Mail: [email protected] * Author to whom correspondence should be addressed; E-Mail: [email protected]; Tel.: +1-250-472-4537; Fax: +1-250-721-6216. Received: 25 August 2010; in revised form: 19 October 2010 / Accepted: 21 October 2010 / Published: 27 October 2010 Abstract: The story of my face intertwines concepts of social semiotics and discourse analysis to explore how a simple type of printed media (flyer) can generate stigmatization of informal recyclers, known as binners in Western Canada. Every day, media exposes humans to signifiers (e.g., words, photographs, cartoons) that appear to be trivial but influence how we perceive their meaning. Amongst the signifiers frequently found in the media, the word “scavengers”, has been used to refer to autonomous recyclers. Specific discourse has the potential to promote and perpetuate discrimination against the individuals who deal with selective collection of recyclables and decrease the value of their work. Their work is valuable because it generates income for recyclers, recovers resources and improves overall environmental health. In this context, the present qualitative study draws on data collected with binners during research conducted in the city of Victoria, in British Columbia.
  • Types of States Activity

    Types of States Activity

    Types of States Activity Unit 5 - Political Geography / AP Human Geography ​ Craig Gaslow - Westlake High School, Austin TX *Applicable to any AP Human Geography class Objective Students will learn about: 1. the dynamics of the Ukraine/Russia conflict 2. the size, shape, and population distributions of current states previously under Soviet rule 3. ethnic, religious, and linguistic distributions of former Soviet states 4. different types of states in the former Soviet Union - from multi-state nations to nation-states, from stateless nations to multi-ethnic states 5. the historical background of central Asian states Introduction Russia & Ukraine video ○ Show the following video: https://www.youtube.com/watch?v=iJAKCV8bw9E ​ ○ Have students Think/Pair/Share the following questions ​ ​ ■ What does the video say about the relationship between Ukraine and Russia? ■ How does the situation in Ukraine relate to concepts we’ve discussed in the AP Human Geography political unit like the Russian near abroad, MacKinder’s Heartland Theory, autonomous states, multi-state nations, multinational states, etc.? True Size Mapping Activity 1. In groups of 2-4, have students visit: https://thetruesize.com ​ 2. Have students choose 3 of the following states, type them into the top left search bar, and drag these countries over the United States: Armenia, Azerbaijan, Belarus, Estonia, Georgia, Kazakhstan, Kyrgyzstan, Latvia, Lithuania, Moldova, Russia, Tajikistan, Turkmenistan, Ukraine, and Uzbekistan. 3. Have students research the population size and population distributions of their 3 chosen countries (states), and compare these to the United States. 4. Share out these results as a class, and discuss any notable shapes (morphology): compact, large, elongated, perforated, fragmented, prorupted, microstate, exclave, enclave, landlocked.
  • Re Ections on the 'Cultural Turn' in British Human Geography

    Re Ections on the 'Cultural Turn' in British Human Geography

    Norsk geogr. Tidsskr. Vol. 55, 166–172. Oslo. ISSN 0029-1951 Whatever happened to the social? Re ections on the ‘cultural turn’ in British human geography GILL VALENTINE Valentine, G. 2001. Whatever happened to the social? Re ections on the ‘cultural turn’ in British human geography. Norsk Geo- gra sk Tidsskrift–Norwegian Journal of Geography Vol. 55, 166–172. Oslo. ISSN 0029-1951. This paper focuses on the ‘cultural turn’ which has taken place in British and to a lesser extent North American and Australian human geography in the last decade. It begins by exploring what constitutes the cultural in what has been dubbed ‘new cultural geography’. It then explores contemporary claims that cultural geography has eclipsed or marginalised social geography. The nal section evaluates these claims about the demise of the social, arguing that the social has not been evacuated but rather has been rede ned. While this paper tells a speci c story about a particular tradition and geographical frame of reference, it nonetheless has wider relevance because it provides an example of the differential development of particular sub-disciplinar y areas, of the way sub- disciplinary knowledges shape each other, and of the way understanding s of disciplinar y trends are contested. Keywords: cultural turn, geographical thought, social Gill Valentine, Department of Geography, University of Shef eld, Winter Street, Shef eld, S10 2TN, UK. E-mail: G.Valentine@ shef eld.ac.uk Introduction dimensions. (Jackson 1989). Methodologically, Sauer was in uenced by anthropology, from which he derived a This paper focuses on the ‘cultural turn’ which has taken commitment to ethnographic eld research.
  • Making Sense of Human Ecology Mapping: an Overview of Approaches to Integrating Socio-Spatial Data Into Environmental Planning

    Making Sense of Human Ecology Mapping: an Overview of Approaches to Integrating Socio-Spatial Data Into Environmental Planning

    Portland State University PDXScholar Institute for Sustainable Solutions Publications and Presentations Institute for Sustainable Solutions 2013 Making Sense of Human Ecology Mapping: An Overview of Approaches to Integrating Socio-Spatial Data into Environmental Planning Rebecca J. McLain Portland State University, [email protected] Melissa R. Poe Northwest Sustainability Institute Kelly Biedenweg Puget Sound Institute Lee Cerveny US Forest Service Pacific Northwest Research Station Diane Besser Institute for Culture and Ecology SeeFollow next this page and for additional additional works authors at: https:/ /pdxscholar.library.pdx.edu/iss_pub Part of the Geographic Information Sciences Commons, and the Sustainability Commons Let us know how access to this document benefits ou.y Citation Details McLain, R., Poe, M., Biedenweg, K., Cerveny, L., Besser, D., and Blahna, D. Making Sense of Human Ecology Mapping: An Overview of Approaches to Integrating Socio-Spatial Data into Environmental Planning. Hum Ecol (2013) 41: 651. This Article is brought to you for free and open access. It has been accepted for inclusion in Institute for Sustainable Solutions Publications and Presentations by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. Authors Rebecca J. McLain, Melissa R. Poe, Kelly Biedenweg, Lee Cerveny, Diane Besser, and Dale Blahna This article is available at PDXScholar: https://pdxscholar.library.pdx.edu/iss_pub/98 Hum Ecol (2013) 41:651–665 DOI 10.1007/s10745-013-9573-0