Eclectic and pragmatic: the colours of Dutch social and cultural geography

Musterd, S.; Pater, Ben de

doi:10.1080/1464936032000137984

Cited by 8 publications

(4 citation statements)

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“…Although in the Netherlands (where I presently work) there is no such thing as the RAE, the emphasis placed on internationally relevant publications is perhaps even stronger in some of the best Dutch universities. Geography, occupying a far less important position as a discipline compared to the UK (for a critical overview see, for example, Musterd and de Pater, 2003) is thus evaluated differently in each institution, normally by an external international panel. In addition, several top Dutch universities have in place systems that constantly monitor and evaluate the output of their academics.…”

Section: Neoliberalism In Contextmentioning

confidence: 99%

(Im)mobile Geographies

Minca

2013

Geogr. Helv.

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Abstract. The growing tendency to evaluate – sometimes even ''measure'' – the ''productivity'' of academics is seriously affecting what we consider to be relevant geographical output. This tendency is also significantly reshaping the actual geographies of the disciplinary debate, by introducing important debates about the relationship between one English speaking mainstream international literature and the different national schools. However, the related discussion on the Anglo-American hegemony in geography seems to be strongly influenced by the growing request on the part of university management to identify ways of ''ranking'' good research and how to respond to the increasing internationalization of academic work. This paper will discuss the effects of neoliberal agendas on how geographical work is promoted, produced and circulated in Europe, with different results in different contexts; in some cases originating perverse impacts on the quality of geographical work; in others, creating the opportunity for innovative agendas and for more transparent ways of managing academic careers.

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Section: Neoliberalism In Contextmentioning

confidence: 99%

(Im)mobile Geographies

Minca

2013

Geogr. Helv.

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“…Geography was more akin to the natural than the social sciences, it utilized the same approaches to ordering the world and was judged by the same parameters. Musterd and de Pater (2003) similarly emphasized that geography has long been an applied and practical science, strongly imprinted by spatial planning and regionaleconomic policy, while largely undervaluing the signifi cance of social and cultural issues. When creating new land, such as the Noordoostpolder , planners made a point of including people that they believed were representative of Dutch society, incorporating culture as a variable in planning.…”

Section: Institutional Contexts Of Knowledge Productionmentioning

confidence: 99%

“…1 The impact on national contexts on " doing geography " is illustrated in the series of Country Reports in Social & Cultural Geography, e.g., on the Netherlands (Musterd and de Pater 2003 ), South -East Asia (Bunnell et al 2005 ), Greece (Vaiou 2005 ), and Norway (Berg 2007 Bain and Nash (2006) described their experiences when " dressing up " for and observing a queer bathhouse event, while Worth (2008) shows how common experiences between researcher and respondent may contribute to establishing a relation of trust, for instance in disability geography. Hester Parr (1998) has also discussed the researcher ' s body when doing research in a mental health clinic, suggesting that the body can be used as a strategic research tool in interpersonal connections.…”

Section: Notesmentioning

confidence: 99%

On the Ground

Hoven

Meijering

2011

A Companion to Social Geography

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Whilst we do not wish to discredit ways of conducting research in the past, there is no denying that thinking about the research process in social geography has changed … a lot! In this chapter we aim to explore some of the developments and issues related to doing research by focusing particularly on " the ground, " i.e. the interaction with people, institutional contexts and elements in and through various spatial practices/processes. To do this, the chapter begins with a sketch of our own institutional contexts, exploring how knowledge production in The Netherlands has been perceived and valued over time and illustrating the impact of these roots on current research (and teaching). In so doing, we also clarify our own positionality, at least to some degree, in approaching the themes throughout this chapter. In the second section, titled " situating the politics of knowledge construction, " we consider the role of the body, social contexts (e.g., food and language), emotion and performance in the interaction between researcher and respondent. We draw attention to the fact that interviewing is, by no means, simply " extracting information " from another person but that knowledge generated in this context relies on more than questions and answers. In that context, we briefl y address the ethics of disseminating knowledge. Whilst much of the social research literature has drawn on interviews as main method of data collection, we also examine the impact of " newer " methods of data generation, such as walks and video, to draw attention to the different types of knowledge that different methods may generate. We illustrate that such performance -based methods produce different power relations, especially where respondents generate data on their own terms. The fi nal section of the chapter focuses more on other " elements " that impact the production of knowledge,

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“…The transformation in feminist geography in the Netherlands from forerunner to lagging behind can be understood in relation to the specific char-acteristics of Dutch academic geography at the one hand and the Dutch policy context at the other hand. First, Musterd and de Pater (2003) characterised human geography in the Netherlands as an applied and practical science, historically strongly imprinted by spatial planning and regional-economic policy rather than an interest in socio-cultural processes. Even though a key objective guiding research in Dutch human geography has been «the effort to eradicate poverty in underprivileged areas» (p. 549), poverty was analysed from an economic rather than social perspective.…”

Section: Desperately Seeking Feminist Geography In the Netherlandsmentioning

confidence: 99%

Teaching feminist geographies in the Netherlands. Learning from student-led fieldtrips

Hoven¹,

Been²,

Fortuijn³

et al. 2010

dag

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In this paper, the authors reflect on the use of student-led fieldtrips as an example of feminist pedagogy in a feminist geography course, a joint course by the universities of Amsterdam and Groningen in The Netherlands. The paper is a co-production of three lecturers and one student of this course and therefore includes teachers’ as well as students’ views. The authors conclude that student-led fieldtrips are a successful means of bringing in an explicit feminist pedagogy in teaching gender geography. Students were able to help shape the course using their own everyday experiences and interests and were able to contextualize their experiences in relation to theory explored in the classroom. This result is particularly important within the context of geography teaching in Dutch universities in which an empirical and policy oriented focus and a masculine model of teaching and learning dominates.

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Eclectic and pragmatic: the colours of Dutch social and cultural geography

Cited by 8 publications

References 0 publications

(Im)mobile Geographies

(Im)mobile Geographies

On the Ground

Teaching feminist geographies in the Netherlands. Learning from student-led fieldtrips

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