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While feminist and queer pedagogic literatures can celebrate the inclusion of "other lives", and the successes of their endeavours, this paper seeks to focus on the "here" and everyday hegemonies of heterosexualities and masculinities and the "failings" inherent to teaching practices. When engaging Irish and UK students in learning about geographies of genders and sexualities teaching about hegemonies seeks to perform a political pedagogy of questioning privilege from our positionings. The teaching that I discuss is informed by student and popular presumptions about places such as Ireland and the UK as "sorted" and, indeed, "leaders" in terms of progress about sexualities (and gender identities). Such presumptions not only create specific geopolitical regimes, but have specific classroom manifestations. In this paper, I reflect on my presumed "outness" and deliberate non-namings in shared/communal spaces, extending the discussion of "here" to include how personal-institutional-national nexus create, and are created by, teaching spaces. Thus, the paper explores diverse possibilities for teaching social difference and how pedagogies are always geographically created. [ABSTRACT FROM AUTHOR]

This paper attempts to unravel the complexities of including the personal in geographical teaching. Drawing on email responses from 10 academics and her reflective teaching diary, the author differentiates the ‘personal’ as experiential and ‘personal’ as private in these accounts of teaching practices, revealing the contingent (re)constitution of ‘geographical knowledge’. In recognizing the negotiation of our positionalities, interactions with individuals and class groups, and broader academic settings (i.e. geographical discipline, university contexts and broader educational trends) the unquestioning employment of ‘the personal’ is further problematized. The paper concludes by contending that rather than dismissing the personal in teaching contexts or reverting to (or even maintaining) traditional disempowering pedagogies, a more nuanced and contextualized pedagogical politics is necessary both within, and beyond, geographies. [ABSTRACT FROM AUTHOR]

This paper discusses the background, experience and outcomes of an explicitly feminist field trip to Gunther von Hagen's Body Worlds 2: The Anatomical Exhibition of Real Human Bodies. The cultural landscape of this exhibition materialized gendered geographies very powerfully, facilitating observation and analysis of embodied and emotional, social and spatial relations examined by students of two participating courses: 'Gender and the City', and 'Geographies of Embodiment and Emotion'. Beyond its examination of often shocking and stereotypically gendered displays, the paper presents a challenge to research as well as teaching orthodoxy, arguing that its (student/teacher) collaborative authorship is in itself a form of feminist practice which disrupts author-itative geographical knowledge. [ABSTRACT FROM AUTHOR]

In 1997 a new unit, Participatory Resource Management, was developed and offered in the School of Resource, Environment and Society, at the Australian National University. The challenges of the unit were multiple, ranging from introducing social science material into a science curriculum, to attempting to change practitioners' attitudes towards natural resource management. This paper is an account of this experience showing how feminist pedagogy has provided a useful framework to foster attitudinal change and encourage a paradigm shift. The paper presents the unit aims and objectives. It gives insights into the specific processes implemented and reflects on the challenges posed by the unit and the personal challenges to `teaching by being'. [ABSTRACT FROM AUTHOR]

The article presents the author's response to the research paper "Teaching Feminist Geography," by L. McDowell and S. Bowlby, which appeared in an issue of the "Journal of Geography in Higher Education." The paper provides important and wide-ranging suggestions for ways to incorporate gender issues into geography teaching. The author introduces a North American perspective on curriculum structure and addresses the questions how geography teachers in higher education can be motivated and assisted to accomplish the changes McDowell and Bowlby advocate. They argue against establishing separate courses on women or feminist geography and opt for introducing feminist perspectives into typical geography degree programmes. They point out that separate courses are likely to create the impression that feminist work is outside the mainstream. They indicate that such teaching would be extra-curricular and non-assessed. They argues that under such circumstances specialized courses would be trivialized and of limited impact.

This paper examines the changes in teaching practice that follow from adopting a feminist perspective on geography. The first part discusses changes in the content and organisation of undergraduate courses, the second discusses changes in methods of teaching. The paper concludes by briefly examining the relationship between the theoretical analysis of women's oppression and the fight for women's rights. [ABSTRACT FROM AUTHOR]

This paper addresses the emotional dimensions of academic mentorship from a student mentee perspective and contributes to an emerging literature on geographies of emotion in higher education. It presents a pedagogical practice of self-reflexive co-mentorship – self-peer-ceptive feminist mentoring – and deploys it methodologically to analyze three biographical narratives. From different student mentee vantage points, these narratives reveal how the scales of the body, the family, and the nation are interwoven within the geopolitical and manifest within mentoring relationships. We argue that self-peer-ceptive feminist mentorship allows people at different academic career stages to share personal experiences of navigating the academy as a means to challenge institutional systems of power. Our argument answers three questions: How and why do we express and manage our emotions in mentoring relationships? What spatial scales are invoked through our emotional experiences and with what implications? How are different power structures embedded in the requirements, practices, successes, and failures of emotional management? Our discussion highlights how emotional masking and spill-outs are tools to navigate the emotional terrain of the neoliberalized academy. We conclude that self-peer-ceptive feminist mentoring can unsettle the structural hierarchies that require a “masking” of feelings for the sake of professional distance. [ABSTRACT FROM AUTHOR]

This paper looks back on the use of reflective diaries as an assessment tool in a feminist geography module over several years. It considers the ways in which reflection on practice and the valuing of the everyday could be seen as a specifically feminist pedagogic practice. It considers the alignment of module content with assessment format. The paper includes discussion of extended examples of student reflective writing and considers the practical and ethical drawbacks of using subjective modes of assessment with undergraduate geographers. [ABSTRACT FROM AUTHOR]

This Symposium integrates quantitative and qualitative information to assess the representation of women in academic geography in The Netherlands, Catalonia, Hungary and Singapore. It offers comparative commentary on the situation in the United States and additionally a focus on the experiences of a group of women geographers of colour in Canada, the US and the UK. Through this cross-national approach, the significance of context in shaping the representation of women geographers becomes apparent, especially the importance of political economy and of shifting labour markets. The papers also make clear the intersections between the gender make-up of the profession, the nature of the curriculum, and students' experiences. They document strategies employed to change women's representation. [ABSTRACT FROM AUTHOR]

In this paper, we outline some strategies that we have found useful in our everyday practices as faculty members at a variety of universities in Canada and the USA. We first set a framework for being a mentor while engaging feminist praxis. We then discuss strategies that would be useful in choosing a mentor as well as being a mentor; for mentoring undergraduate students as well as graduate students. We conclude by suggesting that working toward self-mentoring is a goal. [ABSTRACT FROM AUTHOR]

In response to recent articles and ideas for experiential learning activities in human geography, this paper outlines a particular approach to learning about the body, difference, mobility and geographic space through experience. The Corporeal Marker Project designed and implemented by the authors provides a spatial experience of difference for students who represent themselves as ‘the other’ by marking their bodies outside accepted ‘norms’ in public and private spaces. The authors include a detailed description of this assignment, two examples of its use at separate campuses and different human geography courses, and reflections on its use and effectiveness. [ABSTRACT FROM PUBLISHER]

Few resources for practical teaching or fieldwork exercises exist which address gender in geographical contexts. This paper adds to teaching and fieldwork resources by describing an experience with designing and implementing a 'gender intervention' for a large-scale, multi-university, bilingual research project that brought together a group of (non-gender specialist) researchers and student research assistants. Providing detailed descriptions of a facilitated workshop and a field log exercise, the aim is to offer specific examples of how researchers can keep gender on the research agenda. Substantive reporting of such details also works toward an open research process that allows for debate, methodological critique and ongoing revision. This in turn contributes to maintaining a relevant and rigorous qualitative research practice within geography. [ABSTRACT FROM AUTHOR]

Since the beginning of the 1970s the under-representation of women in geography has been questioned in several publications. Most articles refer to the situation in English-speaking countries. This paper examines the vertical and horizontal gender segregation in human geography departments in Dutch universities. In spite of several policy measures to promote equal opportunity, women form only 19 per cent of all human geography faculty. In the conclusion, consequences and dilemmas related to gender representation and segregation are discussed. [ABSTRACT FROM AUTHOR]

A growing body of literature in critical geography challenges authoritative approaches to the production (and consumption) of knowledge in higher education. Feminist perspectives have contributed to this literature by emphasising the multiple and often conflicting voices of subjects, including those within the classroom. This paper draws from critical and feminist pedagogy in geography to examine student engagement with gender issues in the community. The case study for this analysis is a project in which students volunteer at community organisations and construct their own knowledges of social and political issues. [ABSTRACT FROM AUTHOR]

This article discusses issues related to feminist geography in the United States. Gender geography is one subject that has drawn attention in the recent times in the country. Gender is being considered as an important subject by male and female geographers and this is reflected the several articles that appear in geographical journals like "Professional Geographer." However, the courses that focus on the subject, as well as teachers who teach these courses, are not well assembled. The main reason for this situation is the absence of one central clearing house for information exchange. There is an aimless approach in the course offerings in feminist geography. Moderate changes are being made to the education curricula because of the enlarged feminist conscience in the country.

Intersectionality is a complex concept to deal with when doing research but also when teaching the interrelationships between space and social relations. Here we present “Relief Maps” as a visual tool for teaching intersectionality and its spatial dimension in higher education courses. “Relief Maps” are a model developed for research and applied in aGeography and Gendercourse at the Universitat Autònoma de Barcelona (UAB) with the aim of promoting student reflection on the relationships between power structures, places and lived experiences, starting from their everyday lives. [ABSTRACT FROM AUTHOR]

As part of feminist praxis in the academy, students increasingly want to engage in activist research as part of their training. Yet such research, especially that engaging participatory methods, takes time—building collaborative relationships, designing collective research projects, undertaking research and writing up results. As a feminist graduate research supervisor, the author is in a quandary: How to negotiate the relationships among her own penchant for activist research, student research interests in social change and the institutional imperatives for degree requirements? In an attempt to defer some of her angst, she engages in a reflexive exercise to position herself as a feminist supervisor through the literature on graduate supervision. Once graduate supervision has been conceptualized as both a process of subjectification and, at the same time, a site of resistance, then being in a quandary matters less, because the author comes to be more comfortable with her unsettled positioning as both complex and messy. [ABSTRACT FROM AUTHOR]

This report updates earlier findings of women's progress in the discipline of geography from a feminist perspective. A variety of data sources are used in the analysis, including survey data from doctorate-granting US geography departments. Results reveal that there has been progress; however, significant inequity remains in student and faculty representation, particularly in the upper levels of the discipline. [ABSTRACT FROM AUTHOR]

Discusses the politics of teaching sexualities and heterosexism and analysis of issues of racism and multiculturalism. Cultural politics of student evaluations; Information on the issues of feminism and lesbianism in the classroom; Student's resistance to multicultural teaching and faculty diversity; Possibilities for devising evaluative strategies that teach students about the learning process.

This article presents information on the status of feminist geography in Brazil. Women's rights is not considered as a main issue in Brazil. Women are not included in the studies of social movements as well as in the analysis of political and economical conditions in Brazil. Though there exists a women movement in Brazil since 1975, there is no progress of women in their academic life. In proceedings of conferences and study meetings of Brazilian geographers, research papers on women issues are not submitted. There are only a few female geographers in Brazil, yet they are trying hard to promote the issue. They are preparing a book and a conference on the subject of women and geography. They are also seeking the support and collaboration of other feminist geographers.

Discusses the pedagogic implications raised by the adoption of feminist research methodologies in student projects in geography. Constraints mitigating against the adoption of feminist methodologies; Characteristics of feminist methodologies; Implications of feminist methodologies on geography. INSET: Untitled (Sample questions for students).

This article discusses the status of feminist geography in Spain. Feminist geography is a relatively new subject for Spanish geographers. However, the percentage of women contributing to geography departments and Spanish geography journals is much higher than in any other country. The geographical researches on women issues in the country were initiated as a part of the women's movement in the country. Though Spain is not a backward country in terms of women's rights, not sufficient efforts are being made by the government for the incorporation of gender issues in education. However, there have been frequent lectures by some visiting non-Spanish feminist geography lecturers. These initiatives may prove helpful in the development of the subject in the country.

This article presents information on the conditions of feminist geography in India. Within the Indian geography scenario, the emphasis is more on the physical elements such as flora, soil, weather and climate rather than the human element. The concern for women issues is confined to the miserable conditions of women in the Indian societies. Geographic study programs designed by most of the universities in India have very little scope for a separate research on women's issues. Some scholars have shown interest in this subject but these endeavors are not in the shape of a collective effort to produce a feminist perspective in geography. Feminism is not a very popular academic subject of discussion with Indian geographers. However some institutions have begun to focus on women's issues.

This article presents information on the feminist geography scenario in the Netherlands. Feminist geographers in this country have struggled a lot to bring an acceptance for this subject. There have been some promising developments but feminist studies have not got their dues still. Situation is relatively favorable in the Dutch geography department in Amsterdam. Women's studies are given high priority in the university. There are strong contacts between female policy makers and academic women. That is why most researches in this discipline are empirical and policy directed. Students are interested in only those studies that can fetch them good jobs and for this reason women studies are not one of their favorites.