Suchergebnisse

First published in 1986, this book presents a comprehensive overview of the contemporary state of knowledge in the field of population geography. It discusses the contemporary state of the art and surveys new research developments and new thinking in the major branches of the subject. It thereby provides an introductory guide to contemporary trends and forms a reference point for future development in the subject

This book analyses the development of geography as a scientific discipline in Brazil, highlighting how the established partnerships with French geographers have helped shape scientific progress in the country. It connects economic development and politics with the study of geography in Brazil. The author, José Borzacchiello da Silva, includes interviews with renowned French geographers, documenting their insight into the French contribution to geography in Brazil. The research partnerships established have been significant to the foundation and growth of the discipline in the country

Blackgirls have a long subaltern legacy of being geographers. We have complicated the settler-colonial project of cartography uniquely through our radical placemaking efforts towards achieving safety, inclusion, and liberation. In this autoethnographic article, I trace my own socio-spatial-sensory reflections that I experienced during my visit to Harriet Tubman's Homeplace, Senior Home, and Grave Site in Auburn, New York. I attempt to unsettle the undertheorized renderings of Tubman by interrogating her personal freedom dreams, liberation geography, and womanist cartography. I then map the intergenerational solidarity that Blackgirls have forged with Tubman more contemporarily through their own space making. I conclude by unpacking what ontological lessons both knowledge producers and organizers can glean from Tubman's geographic sacredness and savvy.

This article describes findings from a survey of 173 preschool through 12th grade teachers in which they express their thoughts about what children should learn about geography. Results indicate that despite geography's lack of attention in the curriculum, teachers are unhappy with the state of geography in schools. Their reflections reveal a strong sense of need, even urgency, for students to learn geography. Four trends were identified in their thoughts about geography education: expanding horizons paradigm of curriculum; connections that geography allows for in the curriculum; maps, continents, countries, and states; and Americans' appalling lack of geographic knowledge. Framing their thoughts in the context of the current state of geography, the article also describes the importance of geography in creating effective citizens, the ambiguity of the discipline itself, its unique role in the curriculum, and insights about integrating geography across the curriculum. The article concludes with hope for reviving geography in schools.