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In their production and their role in academic life, textbooks lie at the intersection of a number of “regimes of visibility” (and invisibility). In this contribution I reflect on my own experience of textbook authorship to highlight some of these regimes: first, the processes through which textbooks are published; second, the mechanisms of monitoring and measuring of academic production; third, disciplinary...
This special section of Area demonstrates the multiple ways that geographers engage with the outdoors. Human and physical geographers have pursued different paths of academic research on the outdoors, ranging from ‘objective’ empirical epistemologies to understandings of outdoor spaces as socially constructed. The special section highlights that more‐than‐representational accounts and more‐than‐scientific encounters have the potential to bridge human and physical geographies and lead to new understandings of the outdoors. In this editorial overview we argue for the outdoors as a site of boundary crossing between human and physical, and between ‘academic’ and ‘explorer’, geographies.
Outdoor practitioners and academic geographers arguably share a common origin in the explorers of the seventeenth to nineteenth centuries. The two interests diverged during the twentieth century, as academic geography became less dependent on travel, and the pursuit of knowledge no longer provided the sole justification for exploration and adventure, but some synergies remain, at least in experiencing and making sense of the natural environment. This paper reflects on some pilot fieldwork for an on‐going research project that combines fluvial geomorphology and outdoor education practice, in order to explore the parallels and differences between physical geography and outdoor education. A key area of divergence is identified in the degree of attention paid to the ‘self’, and particularly the body, in our interactions with the environment. We highlight the role of embodied experience both in our approach to the field site and in the subsequent framing and re‐framing of the research project, joining calls for greater attention to be paid to the corporeal practice of fieldwork. We conclude by arguing that Driver's notion of an ‘unsettled frontier’ (2001,...
The ‘research–teaching nexus’ has been the subject of much recent debate, yet little attention has been paid to institutional initiatives to promote and encourage the integration of teaching and research. This article presents a novel diagrammatical representation of the relationship between research and teaching which was developed to aid the dissemination of a new research strategy in a small, teaching‐led...
The aim of this paper is to demonstrate how subaerial processes vary with the silt-clay content of river bank soil and to consider this variation in the context of erosion observed in the field. In particular, spatial and temporal variations in erosion, interactions with other bank erosion processes and the implications for bank morphology are explored.A number of soil blocks of known silt-clay content...
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