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The Institutionalisation of Geography in New Zealand Is a Compelling Account

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The Institutionalisation of Geography in New Zealand Is a Compelling Account Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and private study only. The thesis may not be reproduced elsewhere without the permission of the Author. r / I - t j .. The Institulionalisation of Geography i� New Zealand: an interpretation I I Thesis submitted for the Degree of Doctor of Philosophy I Department of Geography Massey University John Gilbert Hammond October 1992 Massey UniversityI Library I Thesis Copyright Form / Title of ;her ' (1) (a) I 'give permission for I thesis to be m Ie to readers in Massey Uni+ ' rary under conditions determin e Lib arian . I do not wish my th s to be m,!�e available to readers without my writte l� sent for months. J'!S. (2) (a) I agree that my thl si /, or a copy, may be�u.o-...".- � I another institution \{- 'der . ns determined by the I -. (b) .�I do not wish my thesis, or a copy, to be sent to another institution without my written consent for . months. t!? (a) y-ee-copied fOr Llbrar use. (3) �.-.::-t=--- Y (b) I do not wish III thesis to be copied for Library use fo . ,- .I.u. months. at I � I . \ (.,0'-7 q C The copyright of thi theS" I' belongs to,-/ the author. Readers must s) sign their name in the spac below to show that they recognise this. They are asked to ad1 their permanent address. NAME AND ADDRESS DATE 11 For Sue You encouraged me to begin university all those years ago You put the children to bed all those nights while I was at uni And you never once complained Your total unselfishness as a wife and mother continues to amaze me Dedicating this to you is just a small way of saying thanks ., iii I should like to acknowledge: the invaluable enthusiasm, co-operation and assistance of my chief supervisor, Associate Professor Richard Le Heron who, as the ideal supervisor, was ever ready to help and guide, but never to insist on anything but the best. likewise the support and friendship of my second supervisor, Dr Michael Roche. His wide knowledge blends well with his quiet wisdom and rigorous sCholarship. He patiently endured countless informal 'supervisor meetings'. Mr Geoff Thomas, my third supervisor, for valuable advice and valiant attempts to keep my thinking logical. the South Pacific Division of the Seventh-day Adventist Church for supporting me. • Gregory, Claire and Felicity who did without their father on many occasions. • the Department of Geography at Massey University for treating me as one of their own. • Karen Puklowski, Departmental Cartographer, for her patience and meticulous work. * My Mother and Father who despaired of my progress as a schoolboy. iv TABLE OF CO NTENTS AC RONYMS xi LIST OF FIGURES xii LIST OF TABLES xiv ABSTRACT xv CHAPTER 1 AN OVERVIEW OF THE STUDy ......................... ......................... .......... ... 1 Setting .............................................................................................................................. 1 Geography and Institutional Form. .............................................................................. 1 Why use a critical process based Institutional Approach? ............ .. .......... ............. 3 A Rationale . .... .... .... ..... ..... .. .. .. .................................. ......... ....... ............................. 4 The Advantage of Time and Place ....................................... ....................................... 6 What This Thesis seeks to Achieve .......................................... .............. .. .. ................ 7 An Overview... ............ ................ .............. ............ .... ................ ... ............................... .. 7 Conclusion ... ......... .................... ..................................... ....... .... ............ ....................... 11 CHAPTER 2 THE NATURE OF GEOGRAPHICAL ENQUIRY...... ............................. 12 Introduction .......................................................... .................................... ..................... 12 An Overview. .. .. ..... .. .. .. .............. ....................... ........... ................................ ......... ........ 12 An Historiography of Geography.. ............. ............ ........ .... .......... ..................... .. ..... 13 Writing from the Present. .................... .... .................. ..... ...... ..... ...... .............. 14 A Contextual Approach ......... ....... .... .............. .... ................... ......... ........ .... 15 Phases of Institutionalisation .......... .......... ......... ..................... ......... ...... ....... .. .. ....... 16 PedagogicalPractice ...................... ... ....... .. ............ .... ........... .... ....... ....... 17 The Age of Exploration and the Cosmographic Tradition . .................. ..... 18 An Epochal Account of Modern Geography... .... ..... .............. ...... ... ...... ............... 20 The Rise and Demise of Classical Geography . ... .. ... ............... ...... ....... ... .. 22 Environmental Determinism and Regional Approaches .. ... .......... ........ 23 Environmental Determinism . .. .... ... ...... ... .. .............. ................. .. 24 RegionalGeography .... ... ..... .. .... .... .. ...... ............ ...... .. ...... ... .. ..... .................. 25 The Nature of Geography .. .. ..... .. .. ........... .. .. ................ .......... ....... ..... .. ..... 25 Positivism - 'The New Geography'... .. ..... ... ..... .. .................. ......... .............. 27 Criticisms of Positivism ................................................................................... 28 An Inverted Methodology. .. ...... .... ........... ...... ..... .......... .... ... ...... ... ..... 29 The Accumulation of Data . ............. ....... ....... .. ....................... .......... 29 Mechanistic Abstractions ................................................................. 29 It wasn't all Bad . ....... .............. .................... ..... ..... ...................................... ...... 30 Philosophy and Physical Geography...... .................................................... 31 The Classical View. .......... ... .. .... .......... .. ................................ ... ......... 31 The Critical Rationalist View. .... ..... .. .... ..... ... ....... ..... .......... .. ........... 32 Humanistic and Behavioural Geography.... .. ..... .... .............. ......... .. .... ... .. 34 The Rise of Radical Geography. .. .. .... ... ... ..... ..... ... ....... ....... .... .............. ... 35 MarxistGeogr aphy ............................................. ....... ....... .......... ...... ...... ....... 37 Determinism and the primacy of the 'economic' ........... .... ..... .... .. 38 Structuralism ....... .. ............ ................. ... ..... ....... .. ..... .. .... ... ........... ..... 38 Realism...... .... ................... ........... ....... ..... ..... .. ... .................. ........... .. ..............41 Postmodemism.... ............ .................... ....................... ................. ...... ............. 42 Gender Geography ................. ........................ .. ..... ..... ...... ....... ... ..... ............ 44 A Disclosure .... ..................... ......... ..... ............................ ..... ............ ...... ....... ... 47 Realism or Postmodemism? .. ..... .......... ......... .............. ..................... ... ......... 48 Geography Viewed from the Outside .. .. .......... .. .. ........... .... ...... ...... ... .. ......... ..... ....... 48 Defining Geography. ..... .. ....................................... ..... ...... ..................... ...... 49 The Place of Geographywithin Science.. .... ... .......... .... .... ......... ............... .49 v Conclusion ................................................... ............................................................ .... 52 CHAPTER 3 THEORETICAL PERSPECTIVES .. ......... ...... ..... ................. .................. 53 Introduction ........................................... ............. .................................. ............ ...... ....... 53 The Concept and Structure of Class Relations .................. .................................... 54 The Capitalist Mode of Production................. .......................... ............. .................... 55 Inherent Inequality ..... .... ................. .... ...... .. ......................... ..................................... 56 The Role of the State ... ................................ ........... .. ..................................... ............. 56 What is the State? .... ................................................ ........................................... ........ 57 State Form. ... ............ ................... ........................................... ....... ............................... 58 State Function .................. ......... .................... .. ..................... .......... ... .... .............. ........ 58 State Apparatus............................. .................................. ............ .. ............................... 59 A Mechanism of Crisis ......... ... ....... .... ........................................ ...... ......... ............... 59 Regulation Theory and Capitalism ........ ................................ ....................... .......... 60 Narrowing the Focus: The Role of the Education System ................................... 62 Education and
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