Geography into the 21st century - trends,

challenges

Rob van der VaartBelgian National Geographers

Conference, October 2008

PresentationPresentation

Opening remarksTrends in geography educationTrends in academic geographyTrends in employabilityConclusions

Opening remarksTrends in geography educationTrends in academic geographyTrends in employabilityConclusions

Opening remarks (1)Opening remarks (1)

Geography’s first principle: Phenomena take on different forms

in different places!

This is also true for geography

Geography’s first principle: Phenomena take on different forms

in different places!

This is also true for geography

Utrecht exampleUtrecht example

Decrease of graduates into educationShift from public sector to private sectorMany new programs (Bologna)

Decrease of graduates into educationShift from public sector to private sectorMany new programs (Bologna)

Opening remarks (2)Opening remarks (2)

We need an open mind, also towards trends and challenges that we personally dislike.

We need an open mind, also towards trends and challenges that we personally dislike.

Opening remarks (3)Opening remarks (3)

Talking to ourselves about the “importance of geography” is not very productive.

Talking to ourselves about the “importance of geography” is not very productive.

Murphy and others in Canadian Geographer:

Murphy and others in Canadian Geographer:

“Many geographers work on matters of great relevance for the issues facing society, but geography is rarely invoked in public debates over matters of contemporary concern. As a result, geographical perspectives are often missing from public discourse, and outmoded conceptions of geography are reinforced.”

“Many geographers work on matters of great relevance for the issues facing society, but geography is rarely invoked in public debates over matters of contemporary concern. As a result, geographical perspectives are often missing from public discourse, and outmoded conceptions of geography are reinforced.”

Opening remarks (4)Opening remarks (4)

What are we talking about: school geography or academic geography?

Of course, the two are closely related!

What are we talking about: school geography or academic geography?

Of course, the two are closely related!

Geography educationGeography education

Haubrich: survey 1996, 35 countries

Gerber: survey 2000, 31 countries

Haubrich: survey 1996, 35 countries

Gerber: survey 2000, 31 countries

Geography educationGeography education

Mandatory in primary and lower secondary education

Key concepts, use of atlas and maps

Value orientation weakGlobal orientation in declineVery little use of systems approach

Mandatory in primary and lower secondary education

Key concepts, use of atlas and maps

Value orientation weakGlobal orientation in declineVery little use of systems approach

Academic geographyAcademic geography

Very strong fragmentation

Mainly a research-driven trend,

But increasingly also driven by educational changes (such as the Bologna Process)

Very strong fragmentation

Mainly a research-driven trend,

But increasingly also driven by educational changes (such as the Bologna Process)

Academic geographyAcademic geography

Ron Johnston

“Fragmentation around a defended core” (1998)

“A conglomerate of separate communities writing for different audiences” (2003)

Ron Johnston

“Fragmentation around a defended core” (1998)

“A conglomerate of separate communities writing for different audiences” (2003)

Academic geographyAcademic geography

Harvey’s four elements of the “geographical imagination”:

- Mapping- The spatial dimension- Place and territory- Society and the natural

environment

Harvey’s four elements of the “geographical imagination”:

- Mapping- The spatial dimension- Place and territory- Society and the natural

environment

Academic geographyAcademic geography

MSc in Development Studies (Utrecht)

BSc in Economics and Geography (UCL)

MA in Urban Studies (Lille)BSc in Earth Sciences (Utrecht)MSc in Applied Environmental

Geoscience (Tubingen)

MSc in Development Studies (Utrecht)

BSc in Economics and Geography (UCL)

MA in Urban Studies (Lille)BSc in Earth Sciences (Utrecht)MSc in Applied Environmental

Geoscience (Tubingen)

Academic geographyAcademic geography

Broad undergraduate education: embedded geography

Graduate education (including masters): niche markets driven by research directions and labor market opportunities

Broad undergraduate education: embedded geography

Graduate education (including masters): niche markets driven by research directions and labor market opportunities

EmployabilityEmployability

Stockholm Declaration on Graduate Employability

Stockholm Declaration on Graduate Employability

EmployabilityEmployability

Good performance in “traditional fields” (spatial planning, environmental management, services)

Generic skills for the wider labor market

Good performance in “traditional fields” (spatial planning, environmental management, services)

Generic skills for the wider labor market

EmployabilityEmployability

“The geographical advantage”: - Breadth of geography; - Fieldwork; - Internationalization; - Sustainability literate; - Flexible and adaptable.

“The geographical advantage”: - Breadth of geography; - Fieldwork; - Internationalization; - Sustainability literate; - Flexible and adaptable.

EmployabilityEmployability

Geographers’ talents and expertise: - Think spatially & use GIS; - Integrative thinking and problem

solving; - Cross-cultural respect and

empathy; - Et cetera ...

Geographers’ talents and expertise: - Think spatially & use GIS; - Integrative thinking and problem

solving; - Cross-cultural respect and

empathy; - Et cetera ...

ConclusionsConclusions

School geography solid, but “relevance” requires our attention

A solid field of undergraduate educationCollaboration and openness in the

graduate domainStrengthen our public roleAcademic quality - theory & ‘big ideas’

School geography solid, but “relevance” requires our attention

A solid field of undergraduate educationCollaboration and openness in the

graduate domainStrengthen our public roleAcademic quality - theory & ‘big ideas’