J A P Trafford
Biographic Data
| ID | 6467175 |
|---|---|
| NAME | J A P Trafford |
| GIVEN NAMES | J A P |
| FAMILY NAME | Trafford |
| SIGNATURE | TRAFFORD J A P |
| AFFILIATIONS | Auckland University of Technology |
| ORCID | 0000-0002-7162-1053 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 72 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Voices in climate change adaptation: Roles of females despite resource inaccessibility during floods in Gampaha, Sri Lanka
Purpose Focusing on Gampaha, Sri Lanka’s most densely populated district, this research aims to explore the lived experiences, vulnerabilities and adaptive strategies of 25 women and girls aged 10 to 76 years who faced increasing frequency and severity of recurrent flooding. The district’s low-lying coastal terrain, rapid urbanization and unsustainable development practices exacerbate flood risks, as a gendered issue with disproportionate impacts…
Academics’ perceptions and experiences of demographic influences on peer review: A qualitative study
The peer review process for scholarly work originated in Eurocentric and hierarchical structures that can perpetuate oppression and harm. Experiences of peer review can vary among different demographic groups, raising equity concerns. Previous studies have also reported academics’ emotional distress in relation to peer review. This paper uses data from a qualitative study involving 25 published academics from an Aotearoa / New Zealand university.…
Towards happy relief campers: Surfacing psycho-social issues, conflicts and other problems for flood-affected residents and officials in Kuruwita, Sri Lanka
Dancing in a red dress: Empowering metaphors of academics’ experiences of the manuscript peer review process
The peer review of journal article manuscripts is a complex and emotionally fraught process. This article draws on how 25 academic authors used metaphor to describe their experiences of manuscript peer review. A critical analysis of these metaphors provided insight into the structures, relationships of power, and their emotional impacts. Over their careers, some academics reconceptualised their metaphors more powerfully to describe their evolving…
Covid-19 (in) a Class of Its Own: Student and Teacher Musings Regarding Their Learnings and Well-Being when Moving a Large Blended First Year Class Virtually Overnight
Covid-19 is (in) a class of its own in its influence on human lives and livelihoods globally, precipitating steep learning and psychological well-being curves for university teachers and students. This has impacted dramatically on the conditions under which higher education has had to function in regard to research and what is now referred to as ‘emergency online education’. As staff face unprecedented challenges, so too do students. Given that t…
Rethinking the geography PhD in New Zealand: Navigating through contexts, circumstances and challenges
None of Us Sets Out To Hurt People’: The Ethical Geographer and Geography Curricula in Higher Education
This paper examines ethics in learning and teaching geography in higher education. It proposes a pathway towards curriculum and pedagogy that better incorporates ethics in university geography education. By focusing on the central but problematic relationships between (i) teaching and learning on the one hand and research on the other, and (ii) ethics and geography curricula, the authors' reflections illustrate how ethics may be better recognized…
Community Engagement for Student Learning in Geography
This article examines the role and purpose of community engagement as a learning and teaching strategy within higher education geography. It explores different interpretations of the concept of community engagement and illustrates different examples of this kind of learning through six case studies drawn from Australia, New Zealand, the UK, and the USA. Key factors which can lead to success in community engagement and also some of the risks and c…
Problem-based Learning in Geography: Towards a Critical Assessment of its Purposes, Benefits and Risks
This paper makes a critical assessment of problem-based learning (PBL) in geography. It assesses what PBL is, in terms of the range of definitions in use and in light of its origins in specific disciplines such as medicine. It considers experiences of PBL from the standpoint of students, instructors and managers (e.g. deans), and asks how well suited this method of learning is for use in geography curricula, courses and assignments. It identifies…
Problem-based Learning in Geography: Towards a Critical Assessment of its Purposes, Benefits and Risks
This paper makes a critical assessment of problem-based learning (PBL) in geography. It assesses what PBL is, in terms of the range of definitions in use and in light of its origins in specific disciplines such as medicine. It considers experiences of PBL from the standpoint of students, instructors and managers (e.g. deans), and asks how well suited this method of learning is for use in geography curricula, courses and assignments. It identifies…
Community Engagement for Student Learning in Geography
This article examines the role and purpose of community engagement as a learning and teaching strategy within higher education geography. It explores different interpretations of the concept of community engagement and illustrates different examples of this kind of learning through six case studies drawn from Australia, New Zealand, the UK, and the USA. Key factors which can lead to success in community engagement and also some of the risks and c…
None of Us Sets Out To Hurt People’: The Ethical Geographer and Geography Curricula in Higher Education
This paper examines ethics in learning and teaching geography in higher education. It proposes a pathway towards curriculum and pedagogy that better incorporates ethics in university geography education. By focusing on the central but problematic relationships between (i) teaching and learning on the one hand and research on the other, and (ii) ethics and geography curricula, the authors' reflections illustrate how ethics may be better recognized…
Rethinking the geography PhD in New Zealand: Navigating through contexts, circumstances and challenges
Problem-based Learning in Geography: Towards a Critical Assessment of its Purposes, Benefits and Risks
This paper makes a critical assessment of problem-based learning (PBL) in geography. It assesses what PBL is, in terms of the range of definitions in use and in light of its origins in specific disciplines such as medicine. It considers experiences of PBL from the standpoint of students, instructors and managers (e.g. deans), and asks how well suited this method of learning is for use in geography curricula, courses and assignments. It identifies…
None of Us Sets Out To Hurt People’: The Ethical Geographer and Geography Curricula in Higher Education
This paper examines ethics in learning and teaching geography in higher education. It proposes a pathway towards curriculum and pedagogy that better incorporates ethics in university geography education. By focusing on the central but problematic relationships between (i) teaching and learning on the one hand and research on the other, and (ii) ethics and geography curricula, the authors' reflections illustrate how ethics may be better recognized…
Community Engagement for Student Learning in Geography
This article examines the role and purpose of community engagement as a learning and teaching strategy within higher education geography. It explores different interpretations of the concept of community engagement and illustrates different examples of this kind of learning through six case studies drawn from Australia, New Zealand, the UK, and the USA. Key factors which can lead to success in community engagement and also some of the risks and c…
Rethinking the geography PhD in New Zealand: Navigating through contexts, circumstances and challenges
Covid-19 (in) a Class of Its Own: Student and Teacher Musings Regarding Their Learnings and Well-Being when Moving a Large Blended First Year Class Virtually Overnight
Covid-19 is (in) a class of its own in its influence on human lives and livelihoods globally, precipitating steep learning and psychological well-being curves for university teachers and students. This has impacted dramatically on the conditions under which higher education has had to function in regard to research and what is now referred to as ‘emergency online education’. As staff face unprecedented challenges, so too do students. Given that t…
Towards happy relief campers: Surfacing psycho-social issues, conflicts and other problems for flood-affected residents and officials in Kuruwita, Sri Lanka
Dancing in a red dress: Empowering metaphors of academics’ experiences of the manuscript peer review process
The peer review of journal article manuscripts is a complex and emotionally fraught process. This article draws on how 25 academic authors used metaphor to describe their experiences of manuscript peer review. A critical analysis of these metaphors provided insight into the structures, relationships of power, and their emotional impacts. Over their careers, some academics reconceptualised their metaphors more powerfully to describe their evolving…
Voices in climate change adaptation: Roles of females despite resource inaccessibility during floods in Gampaha, Sri Lanka
Purpose Focusing on Gampaha, Sri Lanka’s most densely populated district, this research aims to explore the lived experiences, vulnerabilities and adaptive strategies of 25 women and girls aged 10 to 76 years who faced increasing frequency and severity of recurrent flooding. The district’s low-lying coastal terrain, rapid urbanization and unsustainable development practices exacerbate flood risks, as a gendered issue with disproportionate impacts…
Academics’ perceptions and experiences of demographic influences on peer review: A qualitative study
The peer review process for scholarly work originated in Eurocentric and hierarchical structures that can perpetuate oppression and harm. Experiences of peer review can vary among different demographic groups, raising equity concerns. Previous studies have also reported academics’ emotional distress in relation to peer review. This paper uses data from a qualitative study involving 25 published academics from an Aotearoa / New Zealand university.…
Political science (6 works) · Sociology (5 works) · Higher education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Engineering (3 works) · Geography (3 works) · Geography Education and Pedagogy (3 works) · Historical Geography and Geographical Thought (3 works) · Public relations (3 works)