This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Philo, C. Search for Related Content Social Bookmarking                         What's this?

Reading Drumlin: academic geography and a student geographical magazine

Department of Geography and Topographic Science, University of Glasgow, Glasgow G12 8QQ, UK

Recent scholarship in the history of geographical inquiry has stressed the many and varied sites in which geographical knowledges have been produced and consumed. The focus has tended to remain on the productions of academic geographers, as linked into broader intellectual, political and social trends, and rarely has attention been paid to the ‘bottom-up’ productions of those who are usually regarded simply as consumers of ‘top-down’ knowledges. There is perhaps warrant for taking more seriously than hitherto the efforts in this respect of student ‘geographers’, and for considering more carefully just how they receive, respond to, reformulate and perhaps reject the knowledges presented to them in lectures, textbooks and journals. Such ‘student’ geographers must therefore be regarded not just as consumers of geographical knowledge but as its producers as well. Through an in-depth reading of one particular student geographical magazine called Drumlin, based in the Geography Department at Glasgow, Scotland, this article explores the changing terrain of student geographical knowledge over the period 1955–96. This reading suggests that Drumlin can be interpreted as a ‘semi-academic space’, one entailing a hybridity of academic and student voices, and also as one opening a window on the tangled sociology of staff–student relationships which both contextualizes and conditions what can appear in the pages of such a student geographical magazine. While not holding great surprises in what student (and academic) contributions to the magazine have entailed and covered, the impression is none the less of important nuances, presences and absences, and lines of acceptance and resistance which do promise the addition of something new to writings on geography's many histories.

Key Words: history of geography • geographical knowledges • semi-academic space • ‘student’ geographers

Progress in Human Geography, Vol. 22, No. 3, 344-367 (1998)
DOI: 10.1191/030913298666735462


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				J. Gutierrez and P. Lopez-Nieva Are international journals of human geography really international? Progress in Human Geography, March 1, 2001; 25(1): 53 - 69. [Abstract] [PDF]