NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ777846
Record Type: Journal
Publication Date: 2007-Sep
Pages: 20
Abstractor: Author
Reference Count: 42
ISSN: ISSN-0309-8265
Teaching a Contextual and Feminist History of Geography through Role Play: Women's Membership of the Royal Geographical Society (1892-1893)
Maddrell, Avril
Journal of Geography in Higher Education, v31 n3 p393-412 Sep 2007
Focusing on the debate around women's membership of the Royal Geographical Society (UK) 1892-1893, a role play was written using archive and secondary sources and is reproduced here as a resource. In the first instance the role play makes women visible in the late nineteenth-century geographical discourse. It also shows how institutional practices, grounded in prevailing views, excluded women from institutional recognition, but that this was both local and contested. Although place and time specific, the example provided demonstrates the value of using role plays to tackle historical issues within geography. Largely qualitative analysis of student and colleague feedback shows the importance of placing these historical issues, especially gender, in wider socioeconomic contexts and suggests that by taking this approach a time- and place-specific event allows discussion of much wider issues on the nature and practice of geography, including notions of how geographical discursive practices have been validated, policed and challenged. The use of contextualized historical material appears to have negated "backlash" responses to questions of gender and female equality. The role play can be used to initiate discussion on the nature of geography, the gendering of geography and international comparison of the historical practices of geographical institutions. Women's Membership of the RGS: The "Great Debate" 1892-1893--Introductory Background and Instructions to the Role Play for All Roles is appended. (Contains 2 figures and 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom