Balancing spirituality and secularism,globalism and nationalism: the geographies of identity,integration and citizenship in schools

Geographies of education have drawn more research attention in the last decade. The varied motivations for geographical attention to education have led to divergent approaches. First, a macro, political economy or “outward looking” approach has examined educational provision and what it tells us about wider social, economic and political processes. Second, a micro, social-cultural or “inward looking” approach has emphasised social difference within school spaces, and the links between home and educational spaces. This latter approach has also acknowledged the importance of the voices of children and young people in understanding educational experiences. In this paper, l take stock of existing research in the geographies of education and then make a case for the examination of two types of schools that have received little or no geographical attention thus far, namely international schools and faith-based schools. I propose a multi-scalar framework for analysing the former and a relational framework for understanding the latter.     

Vagabond Capitalism and the Necessity of Social Reproduction

A vagabond, as is well known, moves from place to place without a fixed home. However, vagabondage insinuates a little dissolution—an unsettled, irresponsible, and disreputable life, which indeed can be said of the globalization of capitalist production. This paper reframes the discussion on globalization through a materialist focus on social reproduction. By looking at the material social practices through which people reproduce themselves on a daily and generational basis and through which the social relations and material bases of capitalism are renewed—and the havoc wreaked on them by a putatively placeless capitalism—we can better expose both the costs of globalization and the connections between vastly different sites of production. Focusing on social reproduction allows us to address questions of the making, maintenance, and exploitation of a fluidly differentiated labor force, the productions (and destructions) of nature, and the means to create alternative geographies of opposition to globalized capitalism. I will draw on examples from the “First” and “Third Worlds” to argue that any politics that effectively counters capitalism's global imperative must confront the shifts in social reproduction that have accompanied and enabled it. Looking at the political‐economic, political‐ecological, and cultural aspects of social reproduction, I argue that there has been a rescaling of childhood and suggest a practical response that focuses on specific geographies of social reproduction. Reconnecting these geographies with those of production, both translocally and across geographic scale, begins to redress the losses suffered in the realm of social reproduction as a result of globalized capitalist production. The paper develops the notion of “topography” as a means of examining the intersecting effects and material consequences of globalized capitalist production. “Topography” offers a political logic that both recognizes the materiality of cultural and social difference and can help mobilize transnational and internationalist solidarities to counter the imperatives of globalization.     

Capitalist Formations of Enclosure: Space and the Extinction of the Commons

Despite their theoretical and political potential, recent debates on enclosure usually lack an effective consideration of how space is mobilized in the process of dispossession. This article connects the analysis of enclosure's general spatial rationality to a range of illustrations of its particular formations and procedures. Enclosure is understood as one of capitalism's “universal territorial equivalents”, a polymorphous technique with variegated expressions in time but also with a consistent logic that uses the spatial erosion of the commons to subsume non‐commodified, self‐managed social spaces. In response to the ever‐changing nature of commoning, successive regimes of enclosure reshape the morphologies of deprivation and their articulation to other state and market apparatuses in order to meet shifting strategies of capital accumulation and social reproduction. Through a spatially nuanced account of these phenomena, I outline a tentative genealogy of enclosure formations that allows tracking diverse geographies of dispossession across different scales and regulatory contexts in various historical stages of capitalist development.     

Settlers unsettled: using field schools and digital stories to transform geographies of ignorance about Indigenous peoples in Canada

Geography is a product of colonial processes, and in Canada, the exclusion from educational curricula of Indigenous worldviews and their lived realities has produced “geographies of ignorance”. Transformative learning is an approach geographers can use to initiate changes in non-Indigenous student attitudes about Indigenous epistemologies and ontologies. This study explores non-Indigenous student perspectives concerning a field school and digital storytelling as transformative experiences within the context of an “Indigenous Perspectives on Environmental Management” course; they were asked to reflect on their course experience. Findings indicate that students found both to be effective and important steps in the transformation of their own worldviews.     

Mapping schools' NAPLAN results: a spatial inequality of school outcomes in Australia

This article identifies spatial dimensions of educational outcomes using maps of the 2016 Grade 5 reading results for Australia's National Assessment Program–Literacy and Numeracy for all Australian schools. A geographical information system (GIS) was used to overlay schools' results onto suburbs' advantage or disadvantage to visualise spatial patterns. We then examined the extent to which school results “cluster” in socio‐economically advantaged and disadvantaged suburbs and considered the consistency of spatial patterns for results across major cities. That work illustrates both how GIS can foreground educational inequality and how “the spatial” is more than corollary for student socio‐economic status. Results show substantial differences between urban and remote areas and towns of different size. Maps of cities visualise spatial “clustering” patterns of school results, with most schools in advantaged suburbs having high results and almost no schools in disadvantaged suburbs having high results. Educational outcomes strongly align to local socio‐demographic characteristics, and parallel host communities’ levels of advantage or disadvantage. Differences between public and private schools are less significant than within‐sector differences for schools in advantaged or disadvantaged locales. Patterns in all cities are consistent—schools in advantaged suburbs predominantly have high results, whereas non‐government schools generally perform better than government schools in disadvantaged suburbs. Most concerning is the persistent and increasing trajectory of results in advantaged, and more so in disadvantaged suburbs, of all cities since the first National Assessment Program–Literacy and Numeracy in 2008. Ameliorating spatial inequality between primary schools is one of the greatest challenges for Australians.     

Substituting for Families? Schools and Social Reproduction in AIDS‐affected Lesotho

Abstract: Families, the state and employers all have a broad if differentiated interest in securing the daily and generational reproduction of society. Whereas in Western countries, the past two decades have witnessed a progressive displacement of responsibility for social reproduction from the state to families, in southern Africa, day‐to‐day social reproduction has always remained overwhelmingly the preserve of families. Today, however, the AIDS pandemic is radically transforming family life for many children, and prompting concerns (arguably a moral panic) about the potential breakdown of social reproduction. Even in Africa, schools have long supplemented families in delivering generational reproduction, albeit geared around the transfer of “factual” knowledge and with a narrow focus on preparing new generations of workers. In light of the AIDS pandemic, a number of commentators have suggested ways in which schools could further substitute for the diminishing capacities of families. Based on interviews with decision‐makers and analysis of policy documents, I explore a number of interventions being enacted in Lesotho's schools. I argue that such initiatives remain small in scale and often justified in relation to retaining children in school. In practice both government and employers remain more interested in the generational reproduction of workers than in daily reproduction. If the welfare needs of AIDS‐affected children are to be met through schooling, there is a need for the education sector's role to be understood in relation to an ethics of care, rather than the functionalist production of a future workforce.     

What Use Are Units? Critical Geographies of Alcohol Policy

Abstract: This paper interrogates the multiple spatialities bound up with the consumption of units as the dominant means of diagnosing “health‐related” alcohol problems and measuring “drunkenness” in international alcohol policy and research. In order to question the power afforded to units, we work at the intersection of theoretical debates concerning biopower and governmentality; emotional, embodied and affective geographies and actor network theory. Presenting empirical research from the UK we contribute to geographical agendas that seek to consider the ontological and epistemological understandings of alcohol, drinking and drunkenness. The paper concludes by calling for dialogue between social, health and medical scientists in order to develop more pertinent ways of understanding and representing the risks and benefits of alcohol consumption.     

Carceral Space: Prisoners and Animals

This paper develops a framework for exploring resonances across human and nonhuman carceral geographies. I illustrate the close linkages across prisoner and animal carcerality and captivity focusing on three types of sites and institutions: the prison execution chamber and the animal slaughterhouse; sites of laboratory testing of pharmaceutical and other products on incarcerated humans and captive animals; and sites and institutions of exploited prisoner and animal labor. The main themes that call for a “carceral comparison” among these sites include: the emotional and psychological strain and violence enacted on bodies that is interwoven into their day‐to‐day operations; their geographies (locations, design, and layout) and carefully regulated movements within them; relationships between carcerality and “purpose breeding” that extends across both nonhuman and human populations; the ways in which “animalization” of incarcerated bodies works to create conditions for social death and killability; and the legal and political contexts that produce certain lives as disposable “bare lives”.     

PROPERTY LEFT BEHIND: AN UNINTENDED CONSEQUENCE OF A NO CHILD LEFT BEHIND “FAILING” SCHOOL DESIGNATION

Under the No Child Left Behind Act (NCLB), schools receiving Title I funding that fail to meet adequate academic performance targets for two consecutive years are deemed “failing.” This broadly defined, but often misunderstood designation has exerted a negative and unintended effect on low‐income neighborhoods—the same neighborhoods NCLB was originally intended to help. Specifically, we find that “failing” designations significantly decrease home prices. This property value response is observed even after controlling for a myriad of traditional test score measures and school‐level student demographics. Additional analyses suggest that this home price effect is largely due to strong perceptions of poor school quality or social stigma surrounding a “failing” designation.     

Between Radical Geography and Humanism: Anne Buttimer and the International Dialogue Project

This paper argues for a rediscovery and reassessment of the contributions that humanistic approaches can make to critical and radical geographies. Based on an exploration of the archives of Anne Buttimer (1938–2017) and drawing upon Paulo Freire's notion of conscientização (awareness of oppression accompanied by direct action for liberation), a concept that inspired the International Dialogue Project (1977–1988), I explore Buttimer's engagement with radical geographers and geographies. My main argument is that Buttimer's notions of “dialogue” and “catalysis”, which she put into practice through international and multilingual networking, should be viewed as theory‐praxes in a relational and Freirean sense. In extending and putting critically in communication literature on radical pedagogies, transnational feminism and the “limits to dialogue”, this paper discusses Buttimer's unpublished correspondence with geographers such as David Harvey, William Bunge, Myrna Breitbart, Milton Santos and others, and her engagement with radical geographical traditions like anarchism, repositioning “humanism” vis‐à‐vis the fields of critical and radical geography.     

THE EUROPEANIZATION OF REGIONAL DEVELOPMENT: LOCAL STRATEGIES AND EUROPEAN SPATIAL VISIONS IN NORTHERN FINLAND

By exploring the Europeanization of current practices of regional spatial planning, this article sets out to demonstrate the evolution of the European integration project. Specifically, by creating spaces of engagement to which the local and regional actors are “forced” to adapt, the emergence of European spatial planning has made planning practices at the regional level more complex and complicated. As such, the present study contributes to the current understandings of Europeanization by exploring the European integration process through the geographical conceptualizations of space and scale. These conceptualizations are used to illustrate the multidimensionality, complexity and subtlety of the geographies of Europeanization. The empirical investigations show that regional and local spatial policies are strongly engaged – both explicitly through the “technicalities” and implicitly through the “mentalities”– to the spaces of Europeanization. The engagement affects the effectiveness of sub‐regional spatial planning by promoting mismatches between the strategic frameworks and the material practices of the policy. Overall, the article illustrates that the geographies of Europeanization are continuous processes, which take place – often unrecognizably – in manifold discursive and material practices in various geographical contexts.     

Islands as interstitial encrypted geographies: Making (and failing) cryptosecessionist exits

Initiatives to build juridically autonomous cities based on libertarian and anarcho-capitalist ideals have proliferated in the last decade. These include seasteading, charter cities, and “free private cities.” These ventures are part of a movement to build so-called “start-up societies,” which proposes developing experimental, small-scale communities to explore alternatives to the nation-state. Many such projects have turned to islands and island-creation as an interstitial space in which their experiments could unfold and benefit from being located within, but juridically autonomous from, sovereign state territories. Such experiments are linked to and build on the earlier use of islands for plantations, military bases, special economic zones (SEZs) and offshoring. These ventures also often rely on, and are shaped by, blockchain and cryptocurrencies and create what Isabelle Simpson theorizes as “encrypted geographies.” In this article, we seek to better understand how islands are used to create encrypted geographies which in turn create alternative political economies and communities and how, conversely, the imaginary of islands, enclaves and archipelagoes shapes how these alternative territories are conceptualized. We examine several attempts to create such start-up societies in the Caribbean and the Pacific to consider where, how, and why their proponents have taken to islands to establish these new encrypted geographies. The concept of interstitiality can help us understand why islands are privileged sites for the creation of encrypted geographies, and how these are used to transcend state borders yet simultaneously create digitally bordered interstitial spaces that undermine sovereign territories and currencies, empower cyber-kinetic elites, and exclude and marginalize existing island communities, natural ecosystems, and existing oceanic and archipelagic polities, cultures, and societies.     

From the Guerra Del Agua to the Guerra Del Gas: Resource Governance,Neoliberalism and Popular Protest in Bolivia

Recent resource protests in Bolivia have crystallized broad sets of claims involving livelihood rights, political participation, regional autonomy, and the meanings of citizenship and the nation. In both the 2000 “Water War”, and the 2003 “Gas War”, protestors objected to the restructuring and re‐scaling of resource governance that has taken place under recent waves of neoliberal reforms in Bolivia. In both cases, protestors demanded greater participation in decision‐making regarding resource management, more equitable distribution of the economic benefits derived from resource exploitation, and a more socially oriented alternative to Bolivia's neoliberal model of economic development. In spite of these similarities, however, these struggles were characterized by markedly uneven geographies of popular protest. The water and gas wars had different spatial dynamics, stemming in part from the biophysical differences between water and natural gas, and the ways these resources enter into social life. Moreover, the protests had very uneven social effects, and in some respects excluded the most marginalized sectors of Bolivia's poor.     

Points of Prejudice: Education‐Based Discrimination in Canada's Immigration System

Abstract: Education and skill are increasingly used by states around the world as a central organizing principle in the regulation of migration flows. Immigration theorists have often claimed that use of education and skill to determine “who should get in” to a country is non‐discriminatory, innocent and legitimate. Using the example of Canadian immigration policy, this article argues in contrast that skill‐based migration regimes are discriminatory, violate core principles of public education provision, unjustly create second‐class tiers of immigrants officially classified as “low skilled” in receiving countries, and contribute to a growing problem of “brain drain” of the highly skilled from sending countries worldwide.     

NORBERT ELIAS,THE CIVILIZING PROCESS: SOCIOGENETIC AND PSYCHOGENETIC INVESTIGATIONS—AN OVERVIEW AND ASSESSMENT

Norbert Elias's The Civilizing Process, which was published in German in 1939 and first translated into English in two volumes in 1978 and 1982, is now widely regarded as one of the great works of twentieth‐century sociology. This work attempted to explain how Europeans came to think of themselves as more “civilized” than their forebears and neighboring societies. By analyzing books about manners that had been published between the thirteenth and eighteenth centuries, Elias observed changing conceptions of shame and embarrassment with respect to, among other things, bodily propriety and violence. To explain those developments, Elias examined the interplay among the rise of state monopolies of power, increasing levels of economic interconnectedness among people, and pressures to become attuned to others over greater distances that led to advances in identifying with others in the same society irrespective of social origins. Elias's analysis of the civilizing process was not confined, however, to explaining changing social bonds within separate societies. The investigation also focused on the division of Europe into sovereign states that were embroiled in struggles for power and security. This article provides an overview and analysis of Elias's principal claims in the light of growing interest in this seminal work in sociology. The analysis shows how Elias defended higher levels of synthesis in the social sciences to explain relations between “domestic” and “international” developments, and changes in social structure and in the emotional lives of modern people. Elias's investigation, which explained long‐term processes of development over several centuries, pointed to the limitations of inquiries that concentrate on short‐term intervals. Only by placing short‐term trends in long‐term perspective could sociologists understand contemporary developments. This article maintains that Elias's analysis of the civilizing process remains an exemplary study of long‐term developments in Western societies over the last five centuries.     

Mining sick: Creatively unsettling normative narratives about industry,environment, extraction,and the health geographies of rural,remote, northern,and Indigenous communities in British Columbia

Rural, remote, northern, and Indigenous communities on Turtle Island are routinely—as Cree Elder Willie Ermine says—pathologized. Social science and health scholarship, including scholarship by geographers, often constructs Indigenous human and physical geographies as unhealthy, diseased, vulnerable, and undergoing extraction. These constructions are not inaccurate: peoples and places beyond urban metropoles on Turtle Island live with higher burdens of poor health; Indigenous peoples face systemic violence and racism in colonial landscapes; rural, remote, northern, and Indigenous geographies are sites of industrial incursions; and many rural and remote geographies remain challenging for diverse Indigenous peoples. What, however, are the consequences of imagining and constructing people and places as “sick”? Constructions of “sick” geographies fulfill and extend settler (often European white) colonial narratives about othered geographies. Rural, remote, northern, and Indigenous geographies are discursively “mined” for narratives of sickness. This mining upholds a sense of health and wellness in southern, urban, Euro‐white‐settler imaginations. Drawing from multi‐year, relationship‐based, cross‐disciplinary qualitative community‐informed experiences, and anchored in feminist, anti‐colonial, and anti‐racist methodologies that guided creative and humanities‐informed stories, this paper concludes with different stories. It unsettles settler‐colonial powers reliant on constructing narratives about sickness in others and consequently reframes conversations about Indigenous well‐being and the environment.     

The Latest Instalment in the Whig Interpretation of Australian Education History: Catherine Byrne's JORH Article “Free,Compulsory and (not) Secular”

The original meaning of the term “secular” in the “free compulsory and secular” nineteenth‐century Australian public education acts is often contested, and has recently become part of a contemporary debate about the presence of confessional religion in state schools. I outline four different interpretations expressed in Australian education history writing, then review the recent Journal of Religious History article “Free, Compulsory and (not) Secular” by Catherine Byrne, arguing that it belongs to the secular liberal or “Whig” interpretation of the meaning of “secular” in the acts. The article is critiqued for forcing sources to conform to an overly rhetorical narrative device: a polarised structure valorising Victorian legislator George Higinbotham, and demonising New South Wales legislator Sir Henry Parkes. The article is also criticised for sub‐optimal source‐work, lack of awareness of the corpus of Australian education history, and overt contemporary policy agendas. I also suggest that the larger “Whig” interpretation of “secular” as part of a liberal progress narrative, underemphasises a religious hermeneutic and a critical theory hermeneutic: that a Protestant consensus about state schooling and “secular” in the Public Education Acts was also a deeply sectarian device for excluding Catholics from a dominant social settlement, just one part of a systemically divided and prejudicial culture.     

Public Space as Emancipation: Meditations on Anarchism,Radical Democracy,Neoliberalism and Violence

Abstract: In establishing an anarchic framework for understanding public space as a vision for radical democracy, this article proceeds as a theoretical inquiry into how an agonistic public space might become the basis of emancipation. Public space is presented as an opportunity to move beyond the technocratic elitism that often characterizes both civil societies and the neoliberal approach to development, and is further recognized as the battlefield on which the conflicting interests of the world's rich and poor are set. Contributing to the growing recognition that geographies of resistance are relational, where the “global” and the “local” are understood as co‐constitutive, a radical democratic ideal grounded in material public space is presented as paramount to repealing archic power in general, and neoliberalism's exclusionary logic in particular.     

Life and Death Decisions in our Posthuman(ist) Times

Abstract: Geography, like much of social science, is witnessing a resurgence of interest in Michel Foucault's formation of biopower—the power to make live and foster life. This paper seeks to engage with this interest by staging a dialogue between the work of Nikolas Rose and Paul Rabinow on the one hand and that of Giorgio Agamben on the other. I propose that, while Rose and Rabinow provide a diagnostic for our emerging geographies of “life itself” and outline allied forms of political citizenship known as “biosociality” or “biological citizenship”, it is Agamben who enables us to consider the limit figures to this form of political inclusion. To draw out these limit figures I focus on recent debates surrounding end‐of‐life decisions and provide examples from the Dignity in Dying campaign and the Not Dead Yet movement. Throughout, I situate this paper within recent debates on posthumanism and the posthuman in geography. In doing so I effectively ask: why, in our seemingly posthuman(ist) times, does much of Western politics seek to decide on the form, the right and, inevitably, the limit of human beings?