The Experts below are selected from a list of 195 Experts worldwide ranked by ideXlab platform

Adelle Wilkes - One of the best experts on this subject based on the ideXlab platform.

Malcolm P. Cutchin - One of the best experts on this subject based on the ideXlab platform.

  • John Dewey’s metaphysical ground-map and its implications for Geographical Inquiry
    Geoforum, 2008
    Co-Authors: Malcolm P. Cutchin
    Abstract:

    Abstract John Dewey was the most significant and influential thinker associated with the American philosophy commonly known as pragmatism. Drawing on Dewey’s writings as well as the work of Deweyan scholars, I endeavor to explain Dewey’s unique contribution to philosophical discourse and how his overlooked scholarship can inform Geographical Inquiry. After an introduction, I provide a background understanding of Dewey and his context as well as the use of his philosophy in geography and sociology. I then turn to an exposition of Dewey’s metaphysics which are the heart of his philosophy. My discussion breaks his metaphysics into four parts: nature and continuity, contingency and change, situated sociality, and transaction. The subsequent section argues for Dewey’s distinction and value by arguing a particular implication of Dewey’s work for geography—a reconceptualization of place—and more general propositions about what a Dewey-informed geography would, at minimum, entail. A brief conclusion summarizes the Deweyan vision in the context of Geographical Inquiry.

  • john dewey s metaphysical ground map and its implications for Geographical Inquiry
    Geoforum, 2008
    Co-Authors: Malcolm P. Cutchin
    Abstract:

    Abstract John Dewey was the most significant and influential thinker associated with the American philosophy commonly known as pragmatism. Drawing on Dewey’s writings as well as the work of Deweyan scholars, I endeavor to explain Dewey’s unique contribution to philosophical discourse and how his overlooked scholarship can inform Geographical Inquiry. After an introduction, I provide a background understanding of Dewey and his context as well as the use of his philosophy in geography and sociology. I then turn to an exposition of Dewey’s metaphysics which are the heart of his philosophy. My discussion breaks his metaphysics into four parts: nature and continuity, contingency and change, situated sociality, and transaction. The subsequent section argues for Dewey’s distinction and value by arguing a particular implication of Dewey’s work for geography—a reconceptualization of place—and more general propositions about what a Dewey-informed geography would, at minimum, entail. A brief conclusion summarizes the Deweyan vision in the context of Geographical Inquiry.

Gavin Andrews - One of the best experts on this subject based on the ideXlab platform.

  • SPACES OF DIZZINESS AND DREAD: NAVIGATING ACROPHOBIA
    Geografiska Annaler Series B-human Geography, 2020
    Co-Authors: Gavin Andrews
    Abstract:

    AbstractAs part of emerging disciplinary interests in well‐being and emotions, geographers have recently begun to pay attention to common but often neglected psychological conditions that have the potential to impact considerably upon individuals and their daily lives. Specifically extending the scope of Geographical Inquiry on phobias, this paper considers acrophobia (known as being scared of heights). Through interviews with ten sufferers, the spatial character and intensity of the condition is articulated. The findings tell us that underpinning acrophobia is mathematical height: the vertical elevation from the lowest possible resting point of the body to the point at which the symptoms of acrophobia occur. This point is however ‐ even for each individual ‐ highly variable, context dependant and, in terms of explanatory potential, does not convey personal experiences. Instead, the idea of ‘encounter spaces’ provides far greater elaboration. Created by sufferers ‘dysfunctional’ spatial perceptions, these...

  • Displacement and tuberculosis: recognition in nursing care
    Health & Place, 2010
    Co-Authors: Amy Bender, Gavin Andrews, Elizabeth Peter
    Abstract:

    Through a qualitative of study of public health nurses and their clients in Toronto, Canada, displacement is described as a central feature in illness and care. Specifically, how client experiences are anchored in circumstances of international migration and contagiousness is described, along with how nurses take up understandings of displacement as part of their daily work through diminishing the social displacement of immigration, connecting here and there, and minimizing the displacement of contagiousness. The research illustrates how responding to the implacing and displacing elements of the illness experience and broader lifecourse can be an important part of professional practice. Moreover it highlights how place sensitive Geographical Inquiry is insightful with respect to understanding the interplay between illness, wellbeing, and health care work.

  • Space, place, and the evidence base: part II - rereading nursing environment through Geographical research
    Worldviews on Evidence-based Nursing, 2005
    Co-Authors: Gavin Andrews, Graham Moon
    Abstract:

    , the second and final article in the short health geography series, articulates how, moving beyond the models and assumptions associated with the metaparadigm of Nursing Environment, as a focused subdisciplinary approach, health geography might provide unique insights into nursing. A case study of a fictional yet somewhat typical children's hospital is presented and demonstrates some wide-ranging Geographical issues and research questions (and hence potential Geographical data) pertaining to nursing and the allied health professions. Indeed, this broad-brush approach is purposeful to make as many connections as possible to readers with varied theoretical, methodological, empirical, and practice expertise. In addition to the case study, to indicate further how Geographical Inquiry might locate quite comfortably in nursing research, the article also makes some initial and tentative connections between geography and an established nursing framework for the uptake of research evidence for practice. Although it is acknowledged that Geographical Inquiry should certainly never have the first call on researching the relationships between nurses and their environments, it is argued that its conceptual focus on space and place provides dedicated and detailed attention and a sound basis for a reformed, "spatialized" route to a more comprehensive understanding. Moreover, it is argued that it also demonstrates great versatility in terms of the scales and the subject matter with which it might engage. Some important issues certainly remain with respect to what might be the correct form of engagement between Geographical and nursing research, but arguably, as a reformed disciplinary approach, health geography has the potential to provide a wealth of focused evidence for nursing practice.

Gillian Kidman - One of the best experts on this subject based on the ideXlab platform.

  • fieldwork sustainability and environmental education the centrality of Geographical Inquiry
    Australian journal of environmental education, 2018
    Co-Authors: Niranjan Robert Casinader, Gillian Kidman
    Abstract:

    Common notions around the concept of sustainability tend to be framed within the values and principles that the world's natural environments need to be used and managed in such a way as to make them available for future generations. Consequently, pedagogical approaches in environmental education that follow this intellectual thread tend to adopt a standard scientific approach to Inquiry-based learning. This article argues that the features of a Geographical approach to Inquiry, particularly in its wider conceptualisation of fieldwork, provides a much more effective means of developing an environmental education that is more cogniscent of the deeper aspects of sustainability. While the importance of the natural systems components of sustainability cannot be ignored, they tend to displace other inherent facets within the sustainability concept and, in particular, the reality that any discussion as to the sustainable use of natural environments must incorporate knowledge and understanding of the way people interact with these environments. We contend that sustainability, when taught in schools, has tended to be environmentally and scientifically based, diminishing the role of humans. In an example of how this deficit might be overcome, the Australian Curriculum incorporates sustainability as one of the three mandatory cross-curriculum priorities; that is, one of the avenues for encouraging complementary learning and teaching across different disciplines. Within this curriculum framework, the concept is expanded to not only include a consideration of the mutual interdependence of the environmental spheres ( Systems ), but also World View and Futures — thus including the human component. However, using the notion of the fieldwork imperative (Casinader & Kidman, 2017 ), which distinguishes between the reasons why we do fieldwork and the reasons why we should do fieldwork, we argue that sustainability education would be placed more effectively within the disciplinary domain of Geography, rather than as part of an integrated curriculum approach or in Science.

  • The Unfolding of Inquiry in Education: A Research Chronology
    Inquiry-Based Teaching and Learning across Disciplines, 2017
    Co-Authors: Gillian Kidman, Niranjan Robert Casinader
    Abstract:

    Domain-general Inquiry is considered in terms of classroom goals, instructional approach and the degree of teacher direction. The intertwining of these three frameworks is necessary for the development of Inquiry literacy in both teachers and students, as well as the differentiation of discipline-specific Inquiry. Inquiry literacy is defined to include language, symbols and skills and their usage during and after the activity. The history of the development of scientific Inquiry in education is well documented from a North American perspective. However, we revisit this known history in terms of the influences that the United Kingdom and the North American materials has had on Australian Curriculum. Given the importance of Inquiry-oriented teaching and learning advocated in the Australian Curriculum, we complement the scientific Inquiry timeline with a research chronology of Inquiry education in the Humanities, specifically Geographical Inquiry and historical Inquiry.

  • Geographical Inquiry in australian schools a retrospective analysis
    Office of Education Research; Faculty of Education, 2012
    Co-Authors: Gillian Kidman
    Abstract:

    This paper explores the occurrence of Geographical Inquiry in the Australian curriculum since Geography became a high school subject in 1911. In this historical overview, I reflect upon my own experiences of undertaking Geographical Inquiry during the 1970’s and 1980’s. Primary school Geographical Inquiry experiences can be virtually non-existent despite being advocated in syllabus documents. High school Geographical Inquiry experiences do exist in some classrooms, but that geographic drive is also necessary to complete a meaningful Inquiry experience. Although Geographical Inquiry is heavily advocated in Australia’s new Australian Curriculum: Geography, more work is needed in this area relating to teacher professional learning.

Özlem Belçim Galip - One of the best experts on this subject based on the ideXlab platform.

  • The Relationship with Kurdish Lands: Destroyed Urban Kurdistan versus Idealised Rural Kurdistan
    2014
    Co-Authors: Özlem Belçim Galip
    Abstract:

    A humanistic Geographical approach sees literature, particularly the novel, as an instrument of Geographical Inquiry into a society or a nation. Using that model, and employing textual and contextual approaches, the article shows how and why the nation/society is constructed, and clarifies the sense of homeland and identity embedded in the Kurdish novelistic discourse by a comparative analysis between the novels published in Turkish Kurdistan and those published in its diaspora. In relation to the significance of novels as Geographical Inquiry for a nation, or in Brosseau's term (1994) "geography of the text", it can be said that analyses of the novels show that there is a nationalization of nature in both Kurdistan and diaspora; however, not only are different places emphasized, but in terms of perceiving them, different approaches and language are also used. For example, there are differences in how rural and urban settings are depicted in novels produced in Turkish Kurdistan from those of the diaspora. I argue that the novels from Turkish Kurdistan imagine a Kurdistan of rural and pastoral areas, where nature is either idealized with rustic images of its picturesque landscape, or where the destruction of these areas is shown, based on external factors. On the other hand, in many diasporic novels, Kurdistan is usually associated with urban areas, which have been destroyed due to both internal and external factors. Kurdish diasporic novels deconstruct the meanings attributed to the homeland by diasporan communities, as many scholars and researchers have explained. I conclude that "topophilia", which is based on the positive aspects of place, is more prevalent in the novels of Turkish Kurdistan than in Kurdish diasporic novels.