Looking Out, Looking In: The ‘Other' in theJournal of Geography in Higher Education

Abstract

The Journal of Geography in Higher Education has a vision of being inclusive. This paper examines what the journal, throughout its history, has published on teaching and learning in relation to people and places referred to in contemporary scholarship as the 'Other'. It addresses themes of gender, race/ethnicity, sexuality, and the 'Third World', noting especially the surprising paucity of material on the latter. In particular, the article explores ways in which teaching addresses aspects of students' values and attitudes, and the importance of linking knowledge, emotion, experiential learning and action.

Engaging with the (Un)familiar: Field Teaching in a Multi-Campus Teaching Environment

“…These various outcomes are enhanced by the diverse regional settings of the fieldtrips and by the opportunities for region interaction, observation, and sharing of experiences that are facilitated by the multi-campus fieldtrips. The fieldtrips 'foster empathy' (Monk 2000) not just between students and community members, but between and among regionally different student bodies.…”

Geography and representation: introduction

“…These papers show ways of working with and against these broader institutional constraints. These papers are also, however, a response to Janice Monk's provocative JGHE article (Monk, 2000). Both Susan Mains and Carolyn Gallaher highlight her observation that large parts of the world are invisible in the JGHE, as well as in the discipline of geography.…”

Using Films in Teaching About Africa

“…More recently, there have been calls for greater attention to be given to the dilemmas involved in teaching about the Third World (Monk 2000). So far, however, there have appeared no articles in JGHE and very few elsewhere that address the use of film in teaching about the Third World.…”

“…Where students are cast as receptacles of knowledge, rather than as questioning, meaning-making beings (Freire 1972), the scope for developing skills of analysis, criticism and creativity is diminished. Yet, as Monk (2000) argues, geographers should not only be concerned with fostering students' critical thinking skills, important though these are. While not wishing to 1…”