Geographers and the Discourse of an Earth Transformed: Influencing the Intellectual Weather or Changing the Intellectual Climate?

This article considers how geographers might choose to respond to many geoscientists' claims that we are entering ‘the age of humans’. These claims, expressed in the concepts of the Anthropocene, planetary boundaries and global tipping points, make epochal claims about Earth surface change that are also far‐reaching claims upon Earth's current inhabitants. The scale and scope of their normative implications are extraordinarily grand. After describing the content and wider context for these claims, the history of some geographers' engagement with global change research is sketched and their current contributions described. Wider alterations in the modus operandi of global change scientists seem to offer a perfect opportunity for geographers to demonstrate the intellectual and societal value of their discipline's ‘integrative’ aspirations. However, the article suggests that this opportunity is likely to be used in a rather conservative way that downplays the sort of wide, deep and plural forms of integrative analysis that a post‐Holocene world surely calls for. Such forms exist in geography but are currently not, by and large, feeding into wider debates in global change research about how to understand and influence the future of Earth and humanity. The question is: how might they serve to alter the intellectual climate prevailing in global change research as Future Earth becomes the new umbrella for its next phase of development?     

HISTORICAL FUTURES

This article outlines the agenda of a collective research project that aims to explore modalities of historical futures that constitute our current historical condition. To present the collective work adequately, we have teamed up with History and Theory and initiated a long‐term serial publishing experiment. In the coming years, each issue of the journal will feature contributions to this research endeavor. In our project‐opening piece, we briefly introduce the experiment and the premises of the collective research agenda. We begin by recounting the many ways in which increasingly towering novel future prospects have begun to capture the scholarly world's attention across disciplinary boundaries. We then introduce the notion of historical futures. Crediting theoretical inspirations and paying intellectual debts to conceptual relatives, we define “historical futures” as the plurality of transitional relations between apprehensions of the past and anticipated futures. At the core of the article, we formulate our call for a collective investigation of modalities of historical futures and sketch three basic sets of concerns that the explorative works in this experiment may address: kinds of transitions from past to futures, kinds of anticipatory practices, and kinds of registers as interpretive tools that position such practices on a variety of spectrums between two poles (for instance, a value register with the poles of catastrophic and redemptive futures). Finally, we close with a brief note about the necessity of collective endeavors.     

TOWARD A MULTIDIRECTIONAL FUTURE OF HISTORIOGRAPHY: GLOBALITY,INTERDISCIPLINARITY, AND POSTHUMANITY

Compared with the survey offered in the New Perspectives on Historical Writing nearly three decades earlier, historical practices around the world today have witnessed a remarkable change on several fronts. First, marked expansions occurred in such fields as gender history, history of memory, history of knowledge, and visual history, resulting in their noticeable transformation (for example, “gender history” to “history of sexuality” and “visual history” to “history of things”). Second, by exploring and presenting the “other(s)” in modern historiography, new areas are opened up in postcolonial history, global history, emotions history, and so on, which have prompted historians to reconceptualize their notions of time and space. Third, menacing global climate change and notable breakthroughs in various areas of modern technology have exerted an unprecedented impact on historical writing, exemplified by the new developments in environmental history, neurohistory, digital history, and animal history. Science and technology help historians to rejuvenate their research methodology and teaching pedagogy, but they have also demanded that historians acquire a better understanding of the interaction and co-evolution of humans and nonhumans in history, or to take the nonanthropocentric and nonanthropomorphic approach. In sum, what lies ahead for historians and history students today is a multidirectional future, which is at once an opportunity and a challenge.     

3400 years of agricultural engineering in Mesoamerica: lama-bordos of the Mixteca Alta,Oaxaca, Mexico

The origins of early Mesoamerican agricultural techniques are not well established. Our charcoal-derived radiocarbon chronology dates cross-valley check dams, or lama-bordos, buried by up to 11.5 m of sediment in arroyos near Coixtlahuaca, Oaxaca, Mexico. Now it is clear that people in highland Mexico built lama-bordos at least 3400–3500 years ago, several hundred years earlier than previously dated engineering systems in Mesoamerica. Lama-bordo systems evolved as intensively and extensively managed landscapes coeval with climate shifting to more arid conditions. They provide clear examples of human-produced stratigraphy and artificial landscapes (stair-stepped valleys). More importantly, these lama-bordo systems signal a major cultural tipping point toward sedentary agricultural life and solidify our understanding of the Neolithic transition in Mesoamerica.     

Having an impact? Academics,the music industries and the problem of knowledge

This article reflects upon recent interest in knowledge transfer from higher education to the creative industries, using the UK music industries as a case study. It suggests that traditional academic values of impartiality and concern with research methodology can come in to conflict with instrumentalist agendas that see research as valuable only insofar as it fits with pre‐existing worldviews and policy ends. In this setting, knowledge resistance is often more significant than knowledge transfer and may be expected to frustrate any attempts to have an ‘impact’.     

Teaching visualised geographies: towards a methodology for the interpretation of visual materials

Abstract

This paper suggests a number of questions which can be used to structure a small‐group discussion about the interpretation of visual images. As many geographers now are demonstrating, geographical knowledges are very often visualised. However, there is currently little on offer methodologically to help students approach the interpretation of visual images critically. This paper hopes to start to remedy this situation. It begins by sketching a theoretical understanding of the meanings of visual images. It then suggests a number of questions that flow from that understanding, which can be addressed to a particular visual image in order to facilitate a discussion about its possible meanings.     

THE ANTHROPOCENE AND THE PLANET

Dipesh Chakrabarty's The Climate of History in a Planetary Age is, in three respects, far more than a synthesis of over a decade of pioneering conceptual work aimed at making sense of the Anthropocene/planetary predicament and its implications for historical understanding. First, the book makes visible an intellectual trajectory in which Chakrabarty's conceptual struggles with the Anthropocene gradually move from the centrality of the notion of the Anthropocene toward the centrality of the notion of the planet. Second, it highlights the relational complexities with which one needs to grapple when trying to make sense of the current predicament. Third, and finally, the book showcases a series of often overlapping conceptual distinctions that Chakrabarty has developed while navigating these complexities. Through a discussion of the above key aspects, this review essay highlights the achievements of The Climate of History in a Planetary Age and critically engages with its central themes. In dialogue with the book, it pays special attention to exploring the respective benefits and drawbacks of the notions of the Anthropocene and the planet, and to the character and role of human agency in the Anthropocene/planetary predicament. Finally, the essay concludes with a few thoughts concerning the question of what kind of a reinvention of historical understanding might be triggered, respectively, by the notions of the Anthropocene and the planet.     

The role of recruitment agencies in imagining and producing the ‘good’ migrant

This paper focuses on representations of labour migrants and interrogates how such imaginaries shape migrant recruitment and employment regimes. The recruitment and employment of labour migrants inevitably involves a range of knowledge practices that affect who is recruited, from where and for what purposes. In particular, this paper seeks to advance understandings of how images of ‘bodily goodness’ are represented graphically and how perceptions of migrant workers influence the recruitment of workers to the UK from Latvia. The research described in this paper is based on interviews with recruitment agencies, employers and policy makers carried out in Latvia in 2011. The analysis results in a schema of the ‘filtering’ processes that are enacted to ‘produce’ the ‘ideal’ migrant worker. An important original contribution of this paper is that it details how recruitment agencies, in not only engaging in the spatially selective recruitment of labour from certain places but also drawing socially constructed boundaries around migrant bodies, play a key part in shaping migration geographies both in sending and destination countries.     

What Sort of Geographical Education for the Anthropocene?

As the Anthropocene concept gains in prominence, there is opportunity to explore it as a social and cultural process, not merely as a matter of scientific definition and debate. This paper seeks to sketch some of the social dimensions of the Anthropocene, in terms of anxiety about the human future, about risk, and about environmental limits. It considers how the term encapsulates a prophetic sense of concern and unease about people's place in nature, the very thing that the embrace of industrial capitalism was supposed to remove. It then explores four open‐ended attributes of a geographical education for the Anthropocene. These are: first, engaging critically with digital technologies; second, countering grand narratives with local encounters; third, setting hope alongside gloom; and fourth, remembering the past as well as the future. The purpose of such attributes is to prepare students for creative encounters with the uncertainties of the Anthropocene. The implications for educational practice are then considered, including the role of active and community‐based learning strategies within a university conceived of as a place of classrooms without borders.     

Dithering while the planet burns: Anthropologists’ approaches to the Anthropocene

This review article argues that styles of thinking and writing recently encouraged in the environmental humanities are not conducive to analytical clarity, theoretical rigor, or effective critique of the practices and discourses that generate global inequalities and unsustainability. Critically discussing how global environmental change is being approached in anthropology and other human sciences, it concludes that the haziness, inconsistency, and inaccessibility of so-called posthuman deliberations on the Anthropocene ultimately serve to promote the destructive economic forces that are responsible for such change. A recent attempt to bring together approaches from posthumanism and Marxism is also deeply flawed, failing to present a coherent theoretical outlook on the environmental history of capitalism. The article argues for more responsible efforts to build interdisciplinary theory of the Anthropocene.