ABSTRACT
This article highlights the relatively limited but growing discussion surrounding ethical guidelines for the use of location tracking technology. After a review of recent literature related to location data and geoprivacy, this article is divided into two sections: The first highlights views of public officials and location tracking experts over the potential misuse of location data, especially in the context of the COVID-19 pandemic. The data come from available transcripts of the Location Tech Task Force organized in 2020 by the American Geographical Society as part of its EthicalGEO initiative. The second section documents various institutional approaches to elevate the dialogue and inform governance of location-based data and technology, including the development of the Locus Charter, an emerging international framework on the ethical use of location data. In conclusion, we urge the professional and academic geographic communities to engage with the elaboration and dissemination of ethical frameworks to guide the use and management of data from location tracking technology. (English) [ FROM AUTHOR] La reciente erudición geográfica feminista ha urgido a los geógrafos a distanciarse de los enfoques androcéntricos y eurocéntricos, y a abrir la disciplina a perspectivas diversas. En tanto que numerosos estudios se han enfocado a diversificar y descolonizar la geografía por medio de prácticas de reclutamiento, tutoría y producción de conocimiento, solo muy pocos han analizado cómo se traduce la diversidad en las prácticas de enseñanza, en particular en contextos donde la diversidad está relativamente bien establecida entre el personal. Basado en una encuesta por cuestionario entre el personal docente, en un análisis del contenido de los programas de los cursos y un análisis cuantitativo de los datos de los empleados del departamento, este artículo explora hasta qué punto la diversidad dentro del departamento conduce a la diversidad en las prácticas de la enseñanza. Desarrollando un marco de los espacios de la diversidad, analizamos tres espacios que potencialmente permiten practicar la diversidad en la enseñanza: El espacio académico del departamento promueve la libre elección de los tópicos de investigación y enseñanza, y las condiciones flexibles del trabajo;el espacio del departamento permite a los individuos asumir compromisos en la configuración de la enseñanza geográfica;y el espacio del conocimiento promueve la diversidad como un ideal. Sin embargo, encontramos que practicar la diversidad en geografía implica enfrentar los retos de las estructuras universitarias tradicionales y neoliberales y de las jerarquías formales y percibidas. Aún más, existe una necesidad de prácticas concretas sobre diversidad a niveles individuales e institucionales para llevar activamente las diversas perspectivas al salón de clase. (Spanish) [ FROM AUTHOR] 女权地理学的最新研究, 敦促地理学者远离以男性和欧洲为核心的方法, 接受不同的观点。许多研究都侧重通过招聘、指导和知识生产, 去实现地理学的多样化和去殖民化。只有少数研究分析了多样性如何转化为教学实践（尤其是在教职员工多样性相对稳定的情况下）。基于教师问卷调查、课程大纲内容分析以及对地理系员工数据的定量分析, 本文探讨了地理系的多样性在多大程度上导致教学实践的多样性。我们建立了一个多样性的空间框架, 分析了可能实现教学多样性的三个空间："学术空间"促进对研究课题、课程题目和灵活工作条件的自由选择, "地理系空间"使个人能够参与地理教学的建设, "知识空间"促进理想的多样性。然而, 传统的和新自由主义的大学体系以及严格的等级制度, 是实现地理多样性的挑战。此外, 还需要在个人和体制层面采取切实的多样性实践, 积极地将不同观点带入课堂。 (Chinese) [ FROM AUTHOR] Copyright of Professional Geographer is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
ABSTRACT
BackgroundPandemic-related issues for schools/colleges in their dealings with children/young people were apparent in the media. Pre- COVID-19 school staff attended hospice bereavement workshops but found them not specific to their needs, therefore a gap was identified. The initial approach was taken from another hospice out of area. Key issues articulated included multiple deaths/succession of deaths, psychosomatic illness in bereaved children and anxiety. Numerous pandemic-related issues may affect children (Albuquerque & Santos, 2021), and the psychological impact has been overlooked (Rapa, Dalton, Stein, 2020). West Sussex Clinical Commissioning Group funded the initial education sessions and demand was immense. Compassionate Communities West Sussex awarded funding through a tender process to enable workshop development and extension.AimTo provide education and support to teachers, teaching assistants and support roles through a suite of short, virtual sessions to schools, SEND settings, further education colleges and youth groups within West Sussex.MethodsThis was an iterative process using a suite of virtual 1.5-hour sessions developed in collaboration with child bereavement experts and according to identified need. A move evolved to make these sessions homogeneous in population attendance and building onto a subsequent advanced follow-up session if needed. The sessions took place between November 2020 and March 2021. Online evaluations were completed by participants.ResultsStaff from 154 schools, colleges and youth groups in West Sussex attended the workshops. Identified learning points included increased confidence in communicating with children impacted by loss and bereavement, accessing and utilising pertinent resources in addition to implementing strategies and techniques learnt.Conclusion and take-home messageThese sessions were highly popular across West Sussex and differing themes emerged and evolved over the course of the delivery period. Only half of all schools and colleges in this county were reached during this project – funding and support to further develop this much-needed piece of work is hoped for later in 2021.