Geographers’ Mobility in Academia

May 24, 2013

By Benjamin Sacks

Travel amongst Chinese geographers has dramatically increased in the last decade. © 2013 Wikimedia Commons.

Travel amongst Chinese geographers has dramatically increased in the last decade. © 2013 Wikimedia Commons.

In a series of mid-1980s studies, Pierre Bourdieu explicated his ethnocentric conceptions of capital accumulation, conversion, and authority. Knowledge and power, he asserted, were deeply related, and used across cultural divides to establish and maintain elites. In France, the United Kingdom, the United States, and elsewhere, academic institutions (e.g., private grammar schools, elite universities, and think tank centres) formed a vital component of state power or, as Bourdieu (1996) described, ‘underlining the central role of the…elite higher education system in perpetuating social domination by the elites’ (Leung p. 314). Academics’ experiences both in and outside the classroom provided them with an ever-expanding “toolkit” to enhance their own perceived value, prestige, and usefulness to state and private requirements. This, as Karl Marx originally, albeit very broadly outlined, and Bourdieu refined, constituted an important form of ‘capital accumulation’ (Leung p. 313).

In her April 2013 article ‘”Read ten thousand books, walk ten thousand miles”: geographical mobility and capital accumulation among Chinese scholars‘, Maggie W H Leung (Utrecht University) complicated and contextualized Bourdieu’s terminology. Relying on a decade of studies by S Robertson and P Blumenthal, amongst other scholars, Leung specified geographical mobility – that is, the role movement across location and space has in cultivating academics’ knowledge – as a valuable form of capital accumulation. Generally speaking, academics gain knowledge and authority through the comprehensiveness of their research, which is (often) intrinsically linked with their ability to travel, conduct field or archival research of primary resources, and to network at national and international conferences. Concerning international migration, academics are ‘[c]onsidered as the best and brightest’, carrying with them highly important ‘social, economic and technical’ data and concepts (p. 312).

Leung focused her examination on the increasingly vital China-Germany route. Academics across discipline travel to German universities, think tanks, and conferences to engage with “Western” technologies, ideas, and publications, before returning to China to teach and implement these approaches for domestic (public and private) audiences. This did indeed comprise a form of Bourdieu’s academic accumulation. However, unlike Bourdieu, Leung stressed the importance of individual experiences and academic maturation, interviewing sixty-five post-doctoral fellows and professors. Zhong Hong, for instance, recalled of her experience:

I was supposed to take a look at how they teach in Germany, how the curriculum is organised and what kind of facilities they have…because our university aims to upgrade itself to a world-class institution…And our university also expected me to elevate my ability in research (p. 319).

By identifying and extrapolating individual experiences, cataloguing them according to approach, motivation, and resulting consequences, Leung provided a more nuanced, carefully considered version of Bourdieu’s previous, rather rigid capital accumulation model. Such theoretical reconstructions can prove enormously useful for geographers studying institutions, power relations, and even exploration. In a 1999 critique, geographer Michael T Bravo (University of Cambridge) re-articulated Bruno Latour’s earlier social science framework, as outlined in Science in Action (1987). Bravo agreed with Latour’s conception of ‘immutable mobiles’, knowledge data transported back to ‘centres of accumulation’ (such as universities or the Royal Geographical Society), but added that scientists’ individual experiences and changes or maturation over time must be considered as well.

60-world2  Leung M W H, 2013, ‘Read ten thousand books, walk ten thousand miles’: geographical mobility and capital accumulation among Chinese scholars, Transactions of the Institute of British Geographers New Series, 38, 311-24.

Also see:

books_icon Bourdieu, P, 1988, The forms of capital, in Richardson J ed, Handbook for theory and research for the sociology of education, Greenwood Press, New York, 241-58.

books_icon Bourdieu, P, 1996, The state nobility: elite schools in the field of power Polity Press, Cambridge.

books_icon Bravo, M T, 1999, Ethnographic navigation and the geographical gift, in Livngstone D and Withers C W J, Geography and enlightenment, Chicago, University of Chicago Press.

books_icon Latour, B, 1987, Science in action: how to follow scientists and engineers through society, Cambridge, MA, Harvard University Press.


Academic (corporate) Futures: teaching and research

May 14, 2013

by Fiona Ferbrache

A billboard outside Beacon College, Hong Kong: the type that promotes celebrity tutors

A billboard outside Beacon College, Hong Kong: the type that promotes celebrity tutors

Fulfilling roles as facilitators of learning, impassioned ambassadors and professionals of their subject areas, those who teach, tutor or lecturer will hopefully gain the respect and attention of their students, but few will rise to celebrity status through this calling.  Unless, that is, they are part of the ‘celebrity tutors’ (Straits Times) that are hailed as Hong Kong’s ‘tutor kings and queens’ (BBC News).  A Channel 4 documentary on this phenomenon revealed how exam pressure in Hong Kong has led to parents seeking additional tutoring for their children and how one ‘super tutor’ has transformed this demand into a successful commercial enterprise.  He is one example of a celebrity tutor that you may catch smiling glamorously from giant posters in Hong Kong shopping malls or on the sides of buses – the typical advertising ground for commercialised faces such as film stars and sports stars.

 These ‘Tiger Tutors’ are interesting in terms of their insight to the commercialisation and staging of education, but I also want to draw attention to another part of the professional academic’s life: the staging of research.  Tim Hall explores, in an early view paper for The Geographical Journal, human geographers’ contemporary research activities with a focus on the changeability and diversity of individuals’ research practices (in British universities).  The paper draws upon survey results to discuss why change happens and highlights the porosity of geographical research boundaries, applied research and contention between autonomous research and the staging of Geography within departments, funding bodies and the structures of the RAE.  Hall’s paper complements earlier sociologies of geography such as those by Sidaway (1997) and Castree (2011).

The two academic activities, presented here, demonstrate general processes of academic knowledge production and, particularly, “the corporatisation of higher education” (Hall 2013:11).  As an early career academic, both offer optimism for the future, in their different ways.

books_icon  Hall, T. 2013 Making their own futures? Research change and diversity amongst contemporary British human geographers. The Geographical Journal. DOI: 10.1111/geoj.12002

books_icon  Castree, N. 2011 The future of geography in English universities. The Geographical Journal 177,4. 294-9

books_icon  Sidaway, J. 1997 The production of British geography. Transactions of the Institute of British Geographers  22,4. 488–504

60-world2  HK celebrity tutors. The Straits Times: Asia Report

60-world2  Meet the ‘tutor kings and queens’. BBC News online.

60-world2  The making of… Hong Kong’s Tiger Tutors. Channel 4


Multicultural Encounters at School

May 1, 2013

By Catherine Waite

By Eurobas (Own work) [GFDL (http://www.gnu.org/copyleft/fdl.html) or CC-BY-SA-3.0-2.5-2.0-1.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia CommonsLast week I attended an informal seminar event about multiculturalism and youth, and it got me thinking about the issues and debates that surround these topics. For example, a quick internet search about multiculturalism and education will provide you with a whole range of results: positive and negative; old and new; expected and unexpected. The search results include articles written for teachers about how to benefit from teaching in multicultural classrooms and how learning experiences can be enhanced in an environment where pupils have a wide variety of cultural backgrounds. However, searches will also yield websites reporting the opposing argument about the detrimental effects on a child’s learning when they are in a class with others from different linguistic and cultural backgrounds.
The relationship between learning and multiculturalism also translates into policy debates which are evident in the search results, notably in relation to the funding implications of migrant children who are entering the state education system. This issue has recently been highlighted in a report in the Guardian surrounding the notion of Education Tourists and the right of illegal immigrants to have access to education.

Following this search I went on to look at where academics and specifically geographers have contributed to these debates and I came across a new article by Helen Wilson on parental encounters in relation to multiculturalism in primary schools. This work provides an alternative approach to considering the impacts of multiculturalism beyond the classroom. Wilson highlights the importance of intercultural dialogues that extend from the school environment and into the wider community, notably amongst the parents of the school pupils. This work recognises the significance of parental interaction at primary schools where more involvement by parents is demanded than in secondary schools, where previous research has been conducted in this field. Responsibilities for young children increase the opportunity for and the necessity of parental encounters with multiculturalism and these often occur in a repeated and routine manner. These encounters represent a new form of social learning and help challenge what are deemed to acceptable forms of intolerance towards difference. This demonstrates how geographical research is providing a fresh look at contemporary issues including encounters with multiculturalism and the impacts it can have in schools and wider society.

books_iconWilson, H.F. 2013 Multicultural learning: parental encounters with difference in a Birmingham primary school Transactions of the Institute of British Geographers DOI: 10.1111/tran.12015

60-world2Immigration: The cost for schools BBC News

60-world2Teaching in multicultural classrooms: tips, challenges and opportunities The Guardian

60-world2Ministers planning immigration crackdown on ‘education tourists’ The Guardian


The Geography of Thatcherism: 1979-1983

April 27, 2013

By Benjamin Sacks

Margaret_Thatcher

Margaret Thatcher (1925-2013). © Wikimedia Commons.

Irrespective of one’s opinion of Margaret Thatcher’s tenure as Prime Minister, few would disagree that her policies and legacies deeply impacted the British Isles, Europe, the former Soviet Union, and much of the developed and developing world. Her domestic and overseas endeavours altered our geographical focus, highlighting new lands, peoples, and conceptions of the world even while others faded from view. But this presents us with new, underlying questions: how, where, and why?

To begin our investigation, one must go back in time, before Thatcher’s famed 1979 election, to 1973, a year that would symbolise heightened, competing tensions. That year, the United Kingdom, Ireland, and Denmark officially joined the European Community (later European Union, or EU). Britain’s ascession marked the end of a turbulent decade in colonial relations. Since the early 1960s, the country had pulled out of Kuwait, Aden, much of Africa, and the Caribbean. Increasingly, Britain’s economists, industries, and politicians looked to Europe and the United States for a solution. Watching Britain’s imperial retreat from his office in New Zealand, that year historian J G A Pocock called for a new approach to British history and international affairs, which he termed ‘New British History’. He sought to remind the British of their international responsibilities and legacies, their historically intimate and fluid relationships with the so-called ‘settler colonies’ – Canada, Australia, New Zealand, the British West Indies, and South Africa (India is often included as well) (p. 431), and pondered on where Britain’s path lay next. For early observers, the answer was unpredictable at best.

What is most evident from this period was the Thatcher movement’s profound influence in determining where geographers would focus their attention and resources, as well as what areas slipped into relative negligence. It is therefore possible to construct a geopolitical ‘roadmap’ of 1980s British geographical scholarship, demonstrating that, in an effort to maintain their relevance and avail themselves to the broadest possible audience, geographers, sociologists, anthropologists, and political experts largely published in lockstep with upcoming trends and changing situations at home and abroad. In the aftermath of the government’s struggle with mining unions, scholars took advantage of national attention on the North to publish a series of related studies. These articles, importantly, were not narrowly limited to union organisation, nor to mining, but rather sought to engage with broader geographical and ethnographic themes. In 1980, for instance, Alec H Paul and Paul Simpson-Housley published ‘The Novelist’s Image of the North’, reminding audiences of the region’s immense natural beauty and cultural clout. I M Evans stuck to a closer, geopolitical analysis in his examination of how the then-international steel crisis had affected other EEC states, rather than simply Britain. Two years later, John North and Derek Spooner returned to Northern England, to re-examine the wider implications of the Coal Board’s investment programme in the heavily-affected (and marginalised) Yorkshire, Nottinghamshire, and Derbyshire regions.

The Falklands War directly catalysed a flurry of investigative discussions and scholarly explorations of the contested British territory. As a previous Geography Directions article discussed in detail, the war presented the RGS-IBG with a unique opportunity: to educate itself, the government, and the public about a series of islands that had already been in Britain’s continuous (but largely ignored) possession for over 150 years in 1982. Similarly, the United States’ invasion of Grenada – a Commonwealth Realm – in 1983 spurred a similar rush to, as Brian J Hudson suggested, ‘Put Grenada on the map’. In response to his September 1985 Area article, however, Rex Walford conducted a series of impromptu surveys with British and American audiences to determine whether recent popular and academic coverage of the invasion (and of the island more generally) had actually resulted in greater awareness of Grenada’s location, society, and affairs. The answer, Walford discovered, was certainly not encouraging. ‘At only one venue (a joint RGS/GA lecture at Hull) has a majority of the audience identified the island [of Grenada] correctly[!]‘ (p. 57). John S Brierley, then an associate professor of geography at the University of Manitoba, preferred a less humorous, more serious approach, arguing that the social and economic development programmes created by the People’s Revolutionary Government of Grenada, led by Maurice Bishop, should be closely examined to determine what lessons could be learned. He uncovered that some social welfare initiatives could prove quite useful in other Caribbean states. Writing nearly a decade later, Robert Potter recalled Brierley’s assessment, and reminded contemporary development anthropologists, geographers, and planners of how ideas gained from Grenada, brought by the RGS-IBG in the war’s aftermath to public attention, could be incorporated into current grassroots/NGO/small government schemes.

books_icon Armitage, David, 1999, Greater Britain: A Useful Category of Historical Analysis?, The American Historical Review 104.2, 427-45.

books_icon Paul, Alec H and Paul Simpson-Housley, 1980, The Novelist’s Image of the North: Discussion, Transactions of the Institute of British Geographers New Series 5.3, 174-84.

books_icon Evans, I M, 1980, Aspects of the Steel Crisis in Europe, with Particular Reference to Belgium and Luxembourg, The Geographical Journal 146.3, 396-407.

books_icon North, John and Derek Spooner, 1982, The Yorkshire, Nottinghamshire and Derbyshire Coalfield: The Focus of the Coal Board’s Investment Strategy, The Geographical Journal 148.1, 22-37.

books_icon Hudson, Brian J, 1985, Putting Grenada on the Map, Area 17.3, 233-35.

books_icon Walford, Rex, 1986, Finding Grenada on the Map, Area 18.1, 56-57.

books_icon Brierley, John S, A Review of Development Strategies and Programmes of the People’s Revolutionary Government in Grenada, 1979-83, The Geographical Journal 151.1, 40-52.

books_icon Potter, Robert, 1995, Urbanisation and Development in the Caribbean, Geography 80.4, 334-41.

60-world2

Sacks, Benjamin, 2012, (Re)Introducing the Falklands: The March 1983 ‘Geographical Journal’, Geography Directions, 18 February.


Mapping Class

April 8, 2013

By Benjamin Sacks

Five Boys

Conceptions of class remain inseparable from contemporary society, according to a BBC-commissioned study. The Great British Class Survey, undertaken by the BBC’s Lab UK and faculty at LSE, University of Manchester, University of York, City University London, Universitetet i Bergen, and Université Paris Descartes, surveyed 161,000 people across the British Isles. The study’s authors argued that ‘class’, as twentieth century writers tended to define it, was ‘too simplistic’.  Rather than an equation of ‘occupation, wealth and education’, class was actually formulated around ‘economic, social and cultural’ dimensions, of which the traditional structure only formed a part. Along with the traditional classes – elite/upper class, middle class (itself a category distinct from US conceptions), and working class – new divisions had arisen: technical middle class, new affluent workers, traditional working class, emergent service workers, or ‘precariat’, the authors’ term for ‘precarious proletariat’. Predictably, the study’s publication catalysed a diverse range of media responses. The Financial Times reminded its readers of how deeply entrenched class was in British history. Tristram Hunt recalled William Harrison’s 1577 Description of England: there were ‘four degrees of people’, led by ‘those whome their race or blood or at least their virtues doo make noble and knowne’. A letter to The Guardian compared it to the hierarchy used by the National Statistics Socio-economic Classification scheme (NS-SEC). The Guardian itself wondered whether the new hierarchy was more reflective of the television programme ‘The Wire‘ rather than of British society.

Critics aside, the BBC survey indicated the continuing influence of class, whether desired or not, in shaping how different people think, act, speak, travel, and shop. Geographers have long been aware of the role and perception class played in British and international cultures. Indeed, in 1995, Gary Bridge (Rodney Lodge) called for a standardised, ‘consistent application of class analysis’ when examining urban and rural gentrification. In a 2004 Transactions of the Institute of British Geographers study, Anthony J Fielding (University of Sussex) documented the spatial organization of Japanese cities by class. Critiquing previous, recent accounts that suggested that Japan’s rapid, postwar capitalist transformation had erased, or at least minimised cities’ ‘social geography’ (defined by Fielding as the distinction of classes or groups in space), Fielding used GIS programming to visually and textually demonstrate how major cities have, in fact, been organised by class and social standing, as is the case in most European and North American cities. Interestingly (and importantly) however, through the collection of mapping of this aggregate data, he suggested that the degree of spatial ‘segregation’ was generally lower than in the West. Comparing Kyoto and Edinburgh, Fielding proposed that the former’s spatial organisation was different, and it experienced a lower, but still quite identifiable level of segregation (p. 83). Indeed, Fielding’s study of Japan implicitly mirrored Jon May’s study, also from the University of Sussex, seven years previously. In the 1996 study, May, evidently fatigued from ‘theoretical literature’ on London’s complex social dynamic, created visual and textual maps of Stoke Newington (p. 195).

Class, it almost goes without saying, infected the storied halls of Lowther Lodge. For some two decades at the turn of the twentieth century, the Royal Geographical Society had debated whether to elect women to the fellowship (women had applied for admission as early as 1847, but the issue was not seriously considered until the 1890s). If women were to be admitted, as Morag Bell (Loughborough University) and Cheryl McEwan (Durham University) recalled, then, as the debaters proceeded to argue, they must be of the right social and economic standing. Returning to more recent issues, JoAnn McGregor posited the rapid growth of Britain’s Zimbabwean community within class ‘differences and identities’, in a fascinating shift from more mainstream studies of Robert Mugabe-era emigration. Regardless of whether the BBC survey has lasting impact, geographers will continue to observe, critique, and play with class.

60-world2 ’Huge survey reveals seven social classes in UK‘, BBC News, 3 April 2013, accessed 7 April 2013.

60-world2 Tristram Hunt, ‘The rise of the precariat and the loss of collective sensibility‘, Financial Times, 7 April 2013, accessed 7 April 2013.

60-world2 David Rose and Eric Harrison, ‘Little solidarity over the question of social class‘, The Guardian, 5 April 2013, accessed 7 April 2013.

60-world2 Paul Owen, ‘BBC’s seven social classes: The Wire version‘, The Guardian, 4 April 2013, accessed 7 April 2013. 

books_icon Mike Savage et al., 2013, A New Model of Social Class: Findings from the BBC’s Great British Class Survey ExperimentSociology 1-32.

books_icon Gary Bridge, 1995, The Space for Class? On Class Analysis in the Study of GentrificationTransactions of the Institute of British Geographers New Series 20.2, 236-47.

books_icon Anthony J Fielding, 2004, Class and Space: Social Segregation in Japanese CitiesTransactions of the Institute of British Geographers New Series 29.1, 64-84.

books_icon Jon May, 1996, ‘Globalization and the Politics of Place: Place and Identity in an Inner London Neighbourhood‘, Transactions of the Institute of British Geographers New Series 21.1, 194-215.

books_icon Morag Bell and Cheryl McEwan, 1996, The Admission of Women Fellows to the Royal Geographical Society, 1892-1914; the Controversy and the Outcome‘, The Geographical Journal 162.3, 295-312.

books_icon JoAnn McGregor, 2008, ‘Abject Spaces, Transnational Calculations: Zimbabweans in Britain Navigating Work, Class and the Law‘, Transactions of the Institute of British Geographers New Series 33.4, 466-82.


The Rise of the South: Beyond Expectations or a Warning about Our Future?

March 21, 2013

Jen Dickie

New Orleans after Hurricane Katrina: A Texas Army National Guard Blackhawk black deposits a 6,000 pound-plus bag of sand and gravel on-target, Sunday, September 4, 2005as work progresses to close the breach in the 17th Street Canal, New Orleans. (U.S. Army Corp of Engineers photo by Alan Dooley).  This work is in the public domain.On the 14th March, the United Nations Development Programme published the 2013 Human Development Report, The Rise of the South: Human Progress in a Diverse World, which describes how the “rise of the South is radically reshaping the world of the 21st century, with developing nations driving economic growth, lifting hundreds of millions of people from poverty, and propelling billions more into a new global middle class”.  Crediting sustained investment in education, health care and social programmes as well as increasing international engagement, the report states that the “world is witnessing an epochal global rebalancing”.  Whilst the UN’s press release focuses on the “massive poverty reduction” and that more than 40 developing countries have demonstrated growth beyond expectations, Claire Provost highlights some of the more negative findings from the report in her article for The Guardian.  Her article focuses on the warning from the UN that unless action is taken to tackle environmental threats such as climate change, deforestation and air and water pollution, the number of people living in extreme poverty could increase by up to 3 billion by 2050.  The report highlights that climate change is already exacerbating “chronic” environmental threats, and stresses that although everyone is affected, “they hurt poor countries and poor communities the most”.

In an article for The Geographical Journal, Nigel Clark, Vasudha Chhotray and Roger Few discuss the relationship between natural hazards and disasters and how best to address the “uneven exposure and resilience of different social groups”.  They argue that human-induced climate change and its associated impacts have further added to the already complex nature of natural disasters.  Questioning the concept of global environmental justice, they discuss issues such as the tendency of powerful political and economic actors to take advantage of disasters and how traditional coping mechanisms have been eroded by ‘global modernising forces’; however, they state that whilst aid responses can be distributional and/or rights-based, the idea of justice is likely to stem from “ordinary human virtues of care and compassion”.  Following this argument, Clark et al., offer the notion that current generations of humans may be more likely care about the environment and the challenges it, and our future generations, face if we consider ourselves as owing an incalculable debt to past generations who survived a magnitude of natural disasters and therefore made our existence possible.

As growth in developing nations continues, the challenges facing them will change.  The UN highlights that sustainable economies and societies will rely on new policies and structural changes, and that these are needed if human development and climate change goals are to be aligned.  However, it is clear that policies alone will not be enough.  If we can show the same resilience and respect for our environment as our ancestors did, and view our actions as something we ‘owe’ our future generations, perhaps attitudes will change.

books_icon Nigel Clark, Vasudha Chhotray, Roger Few, 2013, Global justice and disasters, The Geographical Journal, DOI: 10.1111/geoj.12005

60-world2 Environmental threats could push billions into extreme poverty, warns UN, The Guardian, 14th March 2013

60-world2 Press release: “Rise of South” transforming global power balance, says 2013 Human Development Report, accessed 18th March 2013

60-world2 Human Development Report 2013, The Rise of the South: Human Progress in a Diverse World, accessed 18th March 2013


Avenues (The World School): the road to a global geography of education?

March 12, 2013

by Fiona Ferbrache

learningAs I walk by my former primary school on a Tuesday early morning, the current pupils must be gathered in assembly for I can hear the School hymn.  Schooled in Guernsey, I studied the Bailiwick of Guernsey’s Curriculum and my education was embedded, to a large extent, in local Island (one might say national) context.

‘National’ or ‘state’ level schools tend to be considered as mainstream organisations for learning (Kraftl 2012).  They teach about the world beyond their state borders, but rarely embed themselves internationally.  This point is made by the team behind Avenues: an alternative educational establishment based in New York.

Avenues, subtitled ‘The World School’, opened its first campus in September 2012.  It is envisaged that this international school will expand to include more than 20 campuses around the globe, in places such as Singapore, London, Paris, Mumbai and São Paulo.  When this integrated global learning community is established, students will be able to take advantage of a singular leaning system to spend short periods at different campuses around the world.  This physical mobility is part of the essential criteria through which Avenues aims to “prepare students for global life”.

With its global philosophy, perhaps Avenues could be conceived as a form of education beyond the mainstream (this is not an unusual perspective in current media articles on the school).  If so, then it contributes to what Kraftl (2012:1) calls “geographies of ‘alternative’ education”.  While Kraftl’s focus remains on UK-based homeschooling, and draws upon themes of emotion and affect, and family and home, his article clearly demonstrates some of the political, social and academic values associated with alternative sites for learning.

Could we see Avenues and its potential global networks analysed in geographies of education at some point in the future?

60-world2  Avenues: The World School

60-world2  Education: Move Over Dalton. The Economist (online). 01 September 2012

books_icon  Collins D and Coleman T (2008) Social geographies of education: looking within, and beyond, school boundaries Geography Compass 2 281–99

books_icon  Kraftl, P. (2012) Towards geographies of ‘alternative’ education: a case study of UK home schooling families. Transactions of the Institute of British Geographers. DOI: 10.1111/j.1475-5661.2012.00536.x

60-world2  World class: a superschool for the global age. The Telegraph (online). 04 February 2013


The work of geographers and the geographies of work

March 8, 2013

By Catherine Waite

By Bill Branson (Photographer) [Public domain or Public domain], via Wikimedia CommonsIn one way or another geographers have long been concerned and intrigued by ‘work’. Geographical research has looked at, for example, the spatial division of labour, labour migration and the relationship between labour and gender. However, it has recently been noted that “geographers have been avoiding work. At least as an explicit research topic, work has been largely absent from the geography agenda” (McMorran 2012).

This apparent lack of geographical consideration is perhaps a little surprising given the contemporary changes to working practices that have been identified in the media. This week it has been announced that Yahoo! is to introduce measures to prevent employees working from home as the company believes that the interaction between staff in the office allows a more productive working environment. This move has surprised many given that Yahoo! are a IT firm and it is improvements to telecommunications and computing that have increased the ease with which people are able to work from home. Remote working is perceived to be increasing in popularity but its impacts are not well understood. Academic research has shown that those who work from home often receive smaller pay rises and fewer promotions. Questions have also been asked about the efficiency and work-output of those who work from home. Struggles to focus and concentrate on tasks are deemed to be an issue amongst remote workers and a University of Texas study has recently found that tele-commuters work an average of five to seven hours of week more than those who work in a normal office setting.

These contrasting findings indicate that there is a need to undertake geographical research into these issues and this is highlighted in McMorran’s recent publication in Area on “Practising workplace geographies”. Geography as a discipline is well placed to study working practices by employing ethnographic methodologies and other participatory methods. These techniques will enable a true picture of working practices to be observed rather than using interview or survey methods that are reliant on employees’ views and information about their own work. This issue has also been subject to media scrutiny this week in the wake of research indicating that surveys regarding alcohol consumption under report the true level of consumption in the UK. This raises questions about the general reliability of data collected in the course of research.

Therefore, these two contrasting media articles both demonstrate how geographical research has a role in investigating significant contemporary issues. In these cases it also shows that it is not only the subjects which geographers are researching that are important but also the methods and the techniques which are being used to do so.

books_iconMcMorran, C. 2012 Practising workplace geographies: embodied labour as a method in human geography Area 44:4 489-495

60-world2 Teleworking: The myth of working from home BBC News

60-world2Drinking, sex, eating: Why don’t we tell the truth in surveys? BBC News


Red Cross Red Crescent: A Geographical Life

February 18, 2013

800px-Croixrouge_logosby Benjamin Sacks

In the August 1924 edition of The Geographical Journal, the Royal Geographical Society republished a notice from Monsieur Raoul Montandon, then-president of the Geographical Society of Geneva. The Geneva group was finalising a new series, entitled Materiaux pour l’Étude des Calamités, in honour of the International Red Cross Committee. Both the Geneva and London societies, as well as G Ciraolo, president of the Italian Red Cross, hoped to galvanise as much support as possible amongst geographers to assist in editing Materiaux. In so doing, the societies sought to fashion a truly international journal, bridging the divide between medicine, international affairs, and geography.

The joint call came at a propitious moment in the Red Cross and the RGS’s history. The non-sectarian, non-governmental movement, which celebrated its one hundred and fiftieth anniversary this week, had recently recovered from its massive undertakings on both sides in the First World War, and was well-poised to take advantage of international sympathies, as expressed by the League of Nations, in particular, towards preventing another world war. Indeed, geographical societies, the Red Cross, and the League of Nations were deeply linked.

The Red Cross (and Red Crescent after 1919) stands as one of the few success stories in twentieth century international cooperation. Geographers and explorers became involved early in the organisation’s modern development. Fridtjof Nansen, a geographical polymath who sailed schooners, reached towards the north pole on drifting ice flows, sketched arctic landscapes, tested scientific theories in Greenland, and served as Norway’s (then newly-independent from Sweden) first ambassador to the United Kingdom, helped lead the Red Cross’s humanitarian efforts in Russia and Armenia immediately following the vicious Civil War. For these efforts, he was awarded the 1922 Nobel Prize. He worked with both the Red Cross and the League of Nations until his death in 1930, hoping to prevent another catastrophe on the scale of the 1914-1918 war.

Nansen was by no means alone in aiding the Red Cross’s mission. An examination of The Geographical Journal‘s obituaries revealed a number of geographers and explorers who worked with the Red Cross and to spread geographical knowledge. May French Sheldon, one of the first women elected to the RGS fellowship (1892), was an itinerant explorer in the mould of Jules Verne’s Phileas Fogg who travelled three times around the world and was the first female to lead an expedition into Central Africa. In the First World War she embarked on an international lecture tour to raise money for the beleaguered Belgian Red Cross.

Just as Sheldon fashioned her own geographical career, Prince Iyesato, head of Japan’s Tokugawa family (who had lost power in 1867, but were eventually restored to leading the House of Peers) was elected a Life Fellow of the RGS for his lifelong interest in and support of geographical endeavours. As an unofficial patron, he travelled to London to attend the Society’s 1930 centenary celebration. In the 1920s, he directed the Japanese Red Cross, sending volunteers to aid in the Great War’s aftermath, as well as undertaking responsibilities on behalf of Japan at the League of Nations.

books_icon 1924, Scientific Study of Natural Catastrophes, The Geographical Journal, 64, 2, 191-92.

books_icon Brown, R. N. Rudmose, Obituary: Fridtjof Nansen, The Geographical Journal, 76, 1, 92-95.

books_icon 1936, Obituary: May French Sheldon, The Geographical Journal, 87, 3, 288.

books_icon 1940, Obituary: Prince Iyesato Tokugawa, The Geographical Journal, 96, 6, 451.

books_icon Austen, Nancy Virginia, 1921, “Prince Tokugawa, Heir of Japan’s Last Shogun“, New Outlook, 129, 514-15.

60-world2Red Cross celebrates 150th anniversary“, BBC News, 17 February 2013.


Directions for Geography: towards better public engagement

February 12, 2013

by Fiona FerbracheGlobal geographies

As a geography lecturer, I often hear students enthuse about the diverse opportunities the discipline presents to them in terms of future careers.  Geography embraces so much between the polarised categories of the natural and the social; the human and non-human; local and global; and life and death, as illustrated on this website.  Recognising the centrality of geography in the world around us makes it somewhat surprising that our disciplinary issues are rarely acknowledged as explicitly geographical when they appear in the public realm.  This point is made by Smith (2013):

academic geography generally has little or no disciplinary presence in episodic media enthusiasms for geographic topics ranging from glacier behaviour, food labelling, or flows of people, goods or waste

He continues by stressing that geographers with popular public profiles, Mark Maslin and Iain Stewart, have been labelled exclusively as ‘earth scientist’ and ‘geologist’ respectively, despite their crossovers with geography (which, in the latter case, is reflected upon by Donovan, Sidaway and Stewart, 2011).

So what can be done to bridge the gap between scholarly knowledge of geography and public knowledge of geography?  Among other things, Smith suggests the development of interactive exchanges between academics and publics (see, for example Lane et al. 2011), and adaptation of research outputs for presentation to different audiences (Smith cites Murphy (2011) as a good example). These activities might well be enriched through the use of internet technologies and digital media.

The lack of geography, explicit in the public arena, makes websites such as Geography Directions and Geography in the News, key resources for students and teachers.  Arguably though, these sites remain focused on a more disciplinary community, thus raising the question who (or which groups of people) comprise the ‘publics’ that we are seeking to make geographies with and for?  Also, in seeking to include, who are we excluding?

books_icon  Donovan, K., Sidaway, J.D. & Steward, I. 2011 Bridging the geo-divide: reflections on an interdisciplinary (ESRC/NERC) studentship. Transactions of the Institute of British Geographers. 36 9-14

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Lane, S.N., Odoni, N.. Landström, C., Whatmore, S.J., Ward, N. & Bradley, S. 2011 Doing flood risk science differently: an experiment in radical scientific method. Transactions of the Institute of British Geographers. 36 15-36.

books_icon  Murphy, J. 2011 Walking a public geography through Ireland and Scotland. The Geographical Journal. 177 367-379

books_iconSmith, J. 2013 Geography in public and public geography: past, present and future. The Geographical Journal. DOI: 10.1111/j.1475-4959.2012.00491.x

60-world2  Geography in the News. RGS-IBG.


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