Heather Winlow

Mapping Moral Geographies: W. Z. Ripley's Races of Europe and the United States

Abstract Racia and anthropometric cartography produced and reinforced biological, intellectual, and moral hierarchies and was situated within wider scientific racial discourses of the late nineteenth and early twentieth centuries. The practice of mapping “race” based on the widespread collection of anthropometric measurements occupied both European and New World anthropologists and geographers. My discussion centers on the work of American economist and anthropogeographer, W. Z. Ripley, who in 1899 published a widely acclaimed text on The Races of Europe. This work is contextualized and informed both by Victorian obsessions with categorizing racial hierarchies and by specifically American racial discourses that included concerns over increasing immigration from southern and eastern Europe and the threat immigration posed to the Anglo-Saxon ruling elite. Using the conceptual framework developed by J. B. Harley and other recent contributions to critical cartography, this article focuses on Ripleys use of cartographic images to support his tripartite racial scheme for Europe, and explores his projection of a “moral geography” onto European and, in turn, American landscapes and populations. Central to this analysis are the links between anthropogeography, environmentalism, heredity, and American immigration, all key elements in Ripleys racial science.

Using Focus Group Research to Support Teaching and Learning

Using qualitative research methodologies for pedagogic research can provide informative insights into student experiences of the teaching and learning environment in Higher Education. This paper considers the practicalities of undertaking a pedagogic study using focus groups by outlining strategies for effective focus group organization, highlighting good practice from the social sciences and pedagogic literature and providing a critique of a recent geographical study, in which focus groups were used as the sole research method. Furthermore, the paper illustrates how a pedagogic research study can be used to enhance teaching and learning and to inform curriculum planning and course management.

Foundation Degrees in Geography and Tourism: A Critical Reflection on Student Experiences and the Implications for Undergraduate Degree Courses

Over the last decade, some UK Geography Departments have diversified their range of courses to offer Foundation degrees (Fds), providing students with alternative routes through higher education (HE). These courses are delivered either offsite at further education colleges (FECs), embedded within an undergraduate programme at higher education institutions (HEIs), or by work-based learning. These pathways present students, staff and institutions with new opportunities, issues and challenges. This study examines contrasting pathways of offsite and onsite Fds in Tourism Management and Development Geography offered by two HEIs and two FECs in southwest England. The needs and experiences of Fd students are varied, related to the individuals personal and academic background, the course pathway taken, institution-specific issues and the degree of support and preparedness for HE. The contrasting academic cultures, teaching methods and assessments encountered in FECs and HEIs, and the availability of resources, raise generic and specific issues, such as confidence building and learning to become independent and autonomous learners, which challenge Geography and Tourism students during their academic careers. This study concludes that closer collaboration between the HEI and the partner FEC is necessary for Geography and Tourism courses, and highlights the need for better alignment and reinforcement of HE systems in FECs, for instance through fieldwork, and the offering effective induction and support in study skills. Finally, it is important to facilitate the smooth transitions of students ‘topping-up’ to Year 3 of an Honours degree at the parent HEI. Managers of undergraduate courses in Geography and associated subjects can also learn from the vocational and contextualized learning promoted by Fd courses and direct entry students to undergraduate courses.

Student experiences of foundation degrees in further and higher education

Abstract The number and variety of foundation degrees offered by UK universities has grown in recent years. Many are delivered off-campus at partner Further Education institutions or through workplace learning, whilst others are partly embedded within existing undergraduate degree programmes at Higher Education institutions. Each route presents Higher Education with new issues and challenges, namely responding to the skills training and pastoral support needed by incoming foundation degree students at different levels of HE. The ability of foundation degree students to make the transition to a university environment will affect their academic performance, and retention and completion rates. This article explores these aspects in relation to foundation degrees offered by two universities and Further Education colleges in southwest England.