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the whole world will, according to this way-of-thinking, inevitably move in this directiontowards what the eminent –and globally published- American academic FrancisFukuyama described as the ‘the end of history’ (Fukuyama, 1993). This diffusion ofthis ‘dominant ideology’ is, some argue, facilitated by the global spread of English;other ideological perspectives evolving in other linguistic-cultural communitiescannot counterbalance this English-speaking cultural juggernaut (Cassen, 2000).Germany provides another example of anxieties related to language and interculturalunderstanding. Its politicians and diplomats are alarmed by the falling numbersof English-speakers learning German and the paltry flow of translations out ofGerman into English. This, it is suggested, produces no cultural counterbalance tothe persistence of distorted and ‘negative’ images of modern Germany based on analmost obsessional study of ‘Nazi’ Germany in British schools (Economist, 2004)and the incessant showing of World War Two films UK television (Goethe Institut).In the English-speaking world, some worry that it’s characteristic monolingualismis isolating it dangerously from an understanding of developments in other culturallinguisticcommunities. The minute numbers of Americans studying Arabic becomeTable 4. Country of origin of authors ofarticles published in major ‘international’journals, 1991−97PercentageCountryof articlespublished1991−97USA 38.25UK 35.14Canada 8.58Australia 3.24Israel 1.51New Zealand 1.42South Africa 1.19The Netherlands 1.09China 0.62Singapore 0.61Sweden 0.52France 0.52Italy 0.51Japan 0.49Germany 0.47Greece 0.47Others 5.36Total 100.00Source: Gutiérrez and López, 2001296starkly apparent when demands for knowledge of thedevelopments in the Islamic world increased followingthe ‘September 11 th ’ attack on New York.Language and intercultural understanding inacademic GeographyIn 2001, two Spanish geographers challengedthe ‘international’ pretensions of some 19 majorgeographical journals based, significantly, in theUSA and the UK (Gutiérrez amd López, 2001). Theyrevealed that these so-called ‘international’ journalsare heavily dominated by the English-speaking countriesand academics (see Table 4).Of course, geographers from countries like Spaincan publish in their own national languages in essentiallynational journals. But few from outside theselinguistic communities are likely to read them. Thisproduces cultural isolation rather than interculturalunderstanding, a point made by another Spanish-Catalan geographer who argued that the ‘growinghegemony of English as a global language privilegesthe geographical discourse of the Anglophone world’at the expense of other cultural traditions (Garcia-Ramon, 2003: 1−4). She argued that articles submittedby native English speakers are more likely to beaccepted because of their ‘mother-tongue’ advantageand because their ‘ways of thought’ are more likely toaccord with those Anglophones dominating the edito-
ial boards and refereeing systems. In order to counter such trends, she proposedthree strategies. First, ‘we should ban monolingualism in geography’. Second, aneffort should be made ‘to translate more books and articles into English. Thirdly,she advocates the development of ‘truly international journals where “Other” voicescould be heard… by opening up academic journals to languages other than Englishand… by… enlarging the pool from where referees are chosen on the basis of nationalityand languages’. In such ways the cultural-linguistic ghettos could be brokenand more genuine intercultural exchange take place.However, her views were challenged by another native Spanish-speaking geographer(Rodríguez-Pose, 2004). He maintains that the adoption of a common internationallanguage is the most effective way of exchanging ideas and promotingintercultural understanding. In the modern world, people simply have to masterEnglish or run the risk of remaining isolated within restricted national communitiesdoomed to cultural decline. Indeed, he suggests that ‘switching to English isperhaps the only viable way of preserving the rich national academic traditions thatGarcia-Ramon mentions…’ (Rodríguez-Pose, 2004: 2). He cites the examples of theTijdschrift voor Economische en Sociale Geografie and the Geografiska Annaleras examples of where the decision to use of English projects the work of Dutchand Swedish geographers to the rest of the world, while publications in French andSpanish in the Bulletin de l’Association des Géographes Français and the Boletín dela Asociación de Géografos Españoles remain geographically isolated from interculturalexchange. As a French speaker, the author of this paper has just received an invitationto the excellent annual Festival Internationale de Géographie held in St Dié,France. The theme of the conference is ‘Le monde en réseaux’ (‘Global networks’).The language of the conference is French; a count of participants presenting papersreveals some 132 French academics, 2 Spanish, 1 American, 1 Dane and 16 Italians(Italy is the ‘guest country’ this year).ConclusionThis short paper can only introduce an enormously complex problem and encouragegeographers to think more about the links between geography, languages and interculturaleducation. As educators, they should encourage people to question moredeeply how their understanding of the world around them is moulded by theirlinguistic limitations and support those, not least in the English-speaking worldwho are fighting to promote foreign-language study. As researchers, they can make amajor contribution to understanding a fast changing world by mapping and explaininggeolinguistic changes. In this article, we have touched upon the spatial diffusion ofEnglish into an increasing number of linguistic domains around the world as well asthe spatial flow of translations from one linguistic community to another. Many otheravenues of geolinguistic investigation are open, not least analysis of the persistentand, in some cases, increasing linguistic diversity in Europe. Underneath the superficialveneer of ‘global English’, a multitude of languages remain vibrantly alive incomplex geographical mosaics and still dominate the lives of most citizens. This isa reality which English-speaking geographers in particular should never forget.297
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Changing Horizons inGeography Educa
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ContributorsAnouk AdangFaculty of G
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Margaret C. KeaneSt Mary’s Univer
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Artur ReligaDepartment of Geography
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Contents1. Exciting Geography......
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Barbara Katharina Mayerhofer, Teach
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How to design and implement excitin
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only increase their motivation to l
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Ministry of Education. Having in mi
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eEurope and the Bologna agendaIn hi
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The main learning approachesencoura
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as a vibrant exciting subject at un
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include ICT as part of the educatio
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19. RICHARDSON J. A. 2001. Collabor
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class using identical instructions
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ability to hold and move a load is
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the range of practical activities.
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Multimedia learning of geographical
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• an organizer and manager of a l
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Geographical fieldwork in forestsJa
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One of these field study laboratori
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learning“, to develop and then in
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egin). It is referred to the inter-
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overruled by the judge and some sus
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esses or their reciprocal relations
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formulated one of key principles in
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Dress rehearsalHow should a present
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of the world, but multiple maps of
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focused on landscape, climate, popu
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ments in academic geography, could
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Training geography teachers in Pola
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a series of intellectual as well as
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• optional subject (30 hours) use
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of the lower levels of education. H
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• the one-subject model: the cont
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delivery, and the methods of the pa
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• Pathways signal important tasks
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Geography competitions as stimuli f
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Figure 1. Changes in the structure
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Challenges for the futureNowadays t
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A perspective from the United State
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The process of GIS inquiry - Thinki
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Remote Sensing in Geography Educati
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IntroductionThe Democratic Republic
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images visualise the “tree vegeta
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PART TWOProfessional Developmentand
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Key elements of an introductory stu
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Some textbooks also provide self-le
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Geography programs and BolognaThere
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equirements. In the faculties of Ar
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Even though this only is a short an
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Background of international student
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students in their language skills.
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International collaboration in dist
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Designing and teaching the distance
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audio lectures - one for presenting
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enrolled in geography courses at po
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development experience. Whilst Craf
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Networking and social diffusion of
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is mistreated, the culture is a-cul
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3. ABALAR. 2004. “Editorial”, i
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to gather process and store spatial
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1. Fundamental to understanding GIS
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The Future of Geography and Geograp
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of geography. In Singapore Social S
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geography should become much more s
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the handful of disciplines that has
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and respected and the institutional
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3. The strength of school and unive
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It is quite clear that Vidal de la
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Effective Practices in Distance Edu
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on to the other satellite school. O
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4. Ministry of Education. 1999. The
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schools is the result of the role e
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• A statistically significant dif
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Charles University geography gradua
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Table 1. First job in studied field
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importance in geography study progr
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The Anglo-Saxon model was collectiv
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academic science. I do believe that
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can convene. Details of these modul
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preparation and to some extent, tea
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The assessment must form the basis
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The teaching shall build on the pup
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The Relationship between Geography
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Geography and Territory Planning ha
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we wished, of course we have obtain
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Why Managers from Multinational Com
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able to have training in different
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ContextUtrecht University is a larg
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Typical is the very open atmosphere
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Times of Change for Geography Educa
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where it is divided into specific b
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• traditional versus progressive
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on European Dimension of Teaching g
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With the ongoing development of tel
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Figure 2. Present at Annual Congres
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It is expected that the more active
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An evaluation of geographyand geogr
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The problems of geography and geogr
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Europe in geographical education -
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Then these results were compared to
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Figure 9. Countries mentioned by th
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Internationalizing geography in hig
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nationalize their undergraduate and
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Groups also focus on international
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The Position of Geography Graduates
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have also affected the number ofGeo
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The majority answered that they wou
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In the Primary school curriculum, G
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the efficacy of the teaching and le
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228
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What Europe do we teach?A view from
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The regional approach is used in on
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The syllabi reflect mainly that the
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Geography Forum: Intercultural Lear
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Was Intercultural Competence promot
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of geographical education in our un
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Higher education (University) as a
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This table shows the importance of
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Page 250 and 251: as K. De Bot calls it, is a variety
Page 252 and 253: Do you speak European? or: Why even
Page 254 and 255: Years’ Religious War in the 17 th
Page 256 and 257: Why geographers should be able to s
Page 258 and 259: Intercultural education in Italian
Page 260 and 261: of geography in the process of inte
Page 262 and 263: 9. BRUSA C., ed. 2002. Processi di
Page 264 and 265: Nowadays, according to the literatu
Page 266 and 267: In the gymnasium and in high school
Page 268 and 269: 3. Dziennik Ustaw nr 61 z dnia 19 c
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Page 272 and 273: dropping litter. There is circle ti
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Page 276 and 277: The role of geographical education
Page 278 and 279: ole: they form attitudes, views, pr
Page 280 and 281: Field lessons can engage the pupil
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Page 284 and 285: Some backgroundFor a number of year
Page 286 and 287: issues that will shape the future g
Page 288 and 289: Geography and Environmental Science
Page 290 and 291: (2000) cautioned an awareness of cu
Page 292 and 293: Geography and Languages in Intercul
Page 294 and 295: Table 1. The most widely taught for
Page 298 and 299: References1. CALVET L. J. 2002. Le
Page 300 and 301: Sustainable development: let geogra
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Page 304 and 305: 8. GUNN A. S., “Professional Ethi
Page 306 and 307: Much research in Environmental Educ
Page 308 and 309: Sustainability, Development and Sec
Page 310 and 311: includes geography. The context is,
Page 312 and 313: • protected areas8. Landscape sec
Page 314 and 315: Developing geographical professiona
Page 316 and 317: tion contributes to the growth of e
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Page 320 and 321: Studyng climate and water resources
Page 322 and 323: By signing and ratifying the Kyoto
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Page 326 and 327: 8. UNITED NATIONS 1997. Kyoto Proto
Page 328: Conference Changing Horizons in Geo
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