Critical voices from adolescent ‘shape shifters’ – accessing portraits in ‘Becoming Educated’

What young people have to say about schooling can be most revealing, particularly when they expose and challenge the injustices and logic of school policies and practices. This paper captures voices from secondary school students from a school in Victoria, Australia, as part of a research project called Becoming Educated. The paper explores a particular geography of youth around the notion of ‘shape shifter’ as it relates to young people's education in two ways: first, in understanding the changing roles and identities of students as observers of, and participants in, education policies and practices; and second, as a way of interpreting the intent of those who ‘shape’ new ideas and policies to create a kind of ‘temporary alteration of outside appearances for the purpose of deception’ [Merchant, B. 1995. “Current Educational Reform: ‘Shape-shifting’ or Genuine Improvements in the Quality of Teaching and Learning?” Educational Theory 45 (2, Spring): 251–268]. The latter has a particularly significant impact on the former, and this paradox is not one that goes unnoticed by young people.     

Re-using ‘uncomfortable heritage’: the case of the 1933 building,Shanghai

This paper opens up a discussion over the processes of forgetting and remembering that occur in the adaptive reuse of quite commonplace buildings that, nevertheless, have been classified as ‘heritage’. For most buildings survival depends upon finding a new economic use once original use has ceased. At this point decisions are also made about what stories are carried forward from the building’s past. The principal case study discussed in this paper is the former Shanghai Municipal Abattoir, a modernist concrete sculpture now branded 1933 Shanghai. The paper delineates how a process of ‘strategic forgetting and selective remembrance’ has been undertaken, negotiating the bloody nature of the building’s past, in its reuse as an upscale commercial venue. Reuse is further considered within the wider frames of a 1920–1930s Shanghai urban branding ‘imaginary’ and as a ‘building of control and reform’ – a category of buildings developed from the eighteenth-century European Enlightenment-thinking. In reflecting upon this negotiation in the heritage making process with potentially difficult past events, we propose the category of ‘uncomfortable heritage’, as part of a wider spectrum of ‘dark heritage’, and conclude with a final reflection upon 1933 Shanghai as a heterotopic space.     

Exploring Poetry with Cognitive Neuroscience: T.S. Eliot's ‘The Love Song of J. Alfred Prufrock’

Research that involves both neuroscience and art often attempts to explain the aesthetic experience of ‘beauty’ in visual art, and to define the function of art in neural terms; less has been written concerning the neural correlates of poetry reading. It is suggested that there are existing areas of study in neuroscience that may help elucidate how we enjoy literature beyond pure neuroaesthetics, such as research in creative problem-solving, knowledge-based pleasure, and music. This essay endeavours to bring together insights from both neuroscience and literature to shed light on how and why we take pleasure in interpreting T.S. Eliot's ‘The Love Song of J. Alfred Prufrock’. It is proposed that the pleasures of reading ‘Prufrock’ are ultimately associated with the ways in which the reader's expectations are confirmed or challenged. While the conclusions of this paper are intentionally constrained to a single poem, they are potentially generalisable.     

In their own hands: domestic medicine and ‘the cure of all kinds of tertian and quartan fevers’ in late-colonial Lima

This paper examines the ways in which the men and women of Lima sought to cure or ward off ‘tertian and quartan fevers’, by all accounts one of the city's most ubiquitous illnesses during the last decades of Spanish colonial rule. The paper's particular emphasis therein rests on practices of self-medication and household medicine: it traces how Lima's inhabitants were able to practice elementary medicine and to concoct remedies ‘for the cure of tertian and quartan fevers’ by themselves, and how they consulted various genres of popular print to circulate health advice–the yearly almanac and a range of ‘enlightened’ home medical guides–and notebooks of medical recipes to safeguard their own health in the face of that ailment. The paper argues that these practices of vernacular medical healing, and the ‘ways of knowing’ that informed and sustained them, were shared both across different sectors of colonial society and with societies across the Atlantic. The study of vernacular, domestic medical practices in the face of a quotidian, commonplace ailment thus not only provides a rare window into sickness episodes, medical learning and skilfulness, in late-colonial Lima households, it also contributes to an on-going reworking of the historiography of Spanish American science and medicine by thinking beyond, and fragmenting a ‘dichotomous view of knowledge’–of polarizations of professional versus lay, popular versus elite, Iberian versus Northern European, or, indeed, ‘indigenous’ versus ‘Western’     

Renegotiating the Primary School: Children's Emotional Geographies of Sport,Exercise and Active Play

The current UK policy concern with children's health has led to primary school practices of sport, exercise and active play aimed, in particular, at constructing children's bodies as ‘healthy’. Qualitative explorations of children's own values and experiences however, reveal that their understandings of sport in school differ considerably from its potential to be healthy, instead emphasising emotional geographies of pleasure and enjoyment. This article aims to develop a better understanding of children's ability to modify and reconstitute discursive corporeal regimes through their own agency, thus highlighting the fluid nature of the primary school as an institution. Adult discourses and children's bodily challenges to these mingle and intersect, creating spaces of competing values and discourses that work to transform and renegotiate the primary school. Although this article focuses particularly on the UK context, the findings will be relevant for any country in which child obesity is of current concern for social and education policy.     

‘Afterschool and during vacations’: on labor and schooling in the postcolony

ABSTRACT

The Indian state's recent deregulation of child labor, several years after it passed a law making schooling free and compulsory, forces us to attend to the distinct dynamic between child labor and schooling that frame contemporary efforts around compulsory education. This paper opens-up this terrain through historicizing the child-figure – who combines school with wage labor – within the workings of colonial and postcolonial capitalism. It discusses how the strong and continuing traces of a longer history of exclusions is manifest in the widespread global construction of ‘school’ as inherently ‘fungible’ or the fragility of the school form, as central to this moment of compulsory schooling. Through a focus on this subaltern child-figure, this paper contends that both the ‘fungibility’ of schools for marginal children as well as the privatization of child labor foregrounds the antipolitics that undergirds the current fraught working out of compulsory education in the postcolony.     

Crafted within liminal spaces: Young people's everyday politics

This paper examines how high school-aged young people from New Zealand are crafting their everyday political subjectivities within the liminal status and liminal spaces they occupy in society. With a specific focus on schooling and the citizenship education curricula in New Zealand, three vignettes are introduced which examine young people's less reflexive and ‘everyday’ forms of political action in the interstitial liminal space between Public/private, Formal/informal and Macro/micro politics. These vignettes underline how young people's everyday politics were embedded within spatial and relational processes of socialisation with adults within their schools and communities, yet, also showed both agency and resourcefulness with these spaces. Young people's liminal status and occupation of liminal spaces provided them with unique perspectives on social issues (such as bullying, racism, water conservation, and obesity) and enabled them to respond in ways that were ‘different’ to adults' Politics, yet nonetheless showed their political and tactical selves (de Certeau, 1984). A focus on young people's political practices in liminal spaces allows for new possibilities and understandings of the political.     

Disturbing geography: obsessive‐compulsive disorder as spatial practice

This paper explores the spatial practices of obsessive‐compulsive disorder (OCD). It begins by introducing the key elements of the disorder: obsessions and compulsions. It then concentrates on obsessions and compulsions relating to fears of bodily contamination. Such fears necessitate the formation of psycho‐social boundaries in ways that are similar to agoraphobia and other mental‐health problems. Avoiding bodily contamination also involves complex spatial orderings to prevent the illicit movement of contaminants. The vital importance, yet fragile nature, of these spatial formations means that negotiating social space and interactions can be immensely fearful, and the OCD sufferer may retreat to the relative safety of home. However, the domestic is a space of ambivalent safety. Everyday objects become saturated with fear, transforming the experience of ‘home’. Boundaries and spatial orderings are transgressed in the movement of people and objects. Thus, the OCD sufferer is driven to (re)order space constantly, and in doing so often uses everyday materials in inventive ways. We critique the depiction of OCD as irrational and excessive, and set the creative practices of OCD in relation to the ‘slippage’ of Michel de Certeau's distinction between spatial strategies of domination and the art of tactical living.     

‘Homes’ and being ‘at home’ in New Zealand: women's place-making in internationalised higher education

Research on students' experiences in internationalised higher education largely assumes students' autonomy and privileges their public selves. New Zealand research is no exception. Little attention has been paid to students' lives beyond classroom contexts; how national policy and institutional practices shape students' everyday experiences and ‘home’ lives similarly and differently. In addition, gender is afforded scant attention or considered only as a secondary concern, and people whose partners or family members are international students are invisible. This article endeavours to address the relative inattention to gender in international education research and the invisibility of women whose partners are international students. It draws on data from interviews with 17 women involved in a broader doctoral research project during 2005 and 2006. The women were either migrant or international students or had partners enrolled as international students. The article uses ‘home’ as a lens for examining women's situated and transnational place-making and factors that promoted or precluded a sense of belonging in New Zealand. It draws connections between women's accounts of ‘home’ and feeling ‘at home’, and broader politics, policies and institutional practices in New Zealand higher education.     

Educating the nation: shaping student-citizens in Indonesian schools

Children in Indonesia experience the state in ways that are vastly different from any other citizen. This article explores how the bodies of schoolchildren are a key site for nation-building practices in Indonesia through an examination of two state schools in Riau Islands Province. I investigate the ways in which national identity is inculcated in students through various performances intended to shape the student-citizen, including the wearing of school uniforms, morning national callisthenics and the weekly flag ceremony. Drawing on Judith Butler's concept of performativity, I argue that students’ embodied performances of the nation can be understood as performative in the necessity of repetition or ‘citational practices’, which perpetuate the meaning and maintain the power associated. It is through repetition that meanings embedded in the performances of schoolchildren, such as hierarchy, awareness of a higher bureaucratic power and a sense of belonging to the nation, are perpetuated and normalized to the performers.     

‘The right to immobility’ and the uneven distribution of spatial capital: negotiating youth transitions in northern Sweden

‘Successful adulthoods’ are associated with mobile professionals, higher education and cosmopolitan lifestyles. This paper takes an interest in how this discourse is adopted or altered by young people living far away from big cities. Based on interviews in a traditional woodland community in northern Sweden, the study examines how young people in the second and final years of upper secondary school negotiate their transition from education to work. It draws on the two-dimensional concept of ‘spatial capital’. It sheds light firstly on a range of local possibilities underpinned by ‘position capital’, such as proximity to mining districts as well as to educational institutions. These possibilities compete with ‘situation capital’ in the form of young people’s dispositions towards mobility where they consider alternatives in other cities in Sweden and sometimes – although rarely – abroad. I argue that spatial capital is an indication of young people’s habitus, where the geographical marginality of the study location influences perceptions of the future in divergent and sometimes contradictory ways. The paper also problematizes contemporary society’s privileging of mobility, which should be viewed in relation to youth’s perceived ‘right to immobility’.     

Turn your trash into… Rubbish,art and politics. Richard Wentworth's geographical imagination

This paper analyses the photographs and installations of artist Richard Wentworth in order to examine his urban imagination and the cultural politics of rubbish that underlie it. In doing so this paper contributes more broadly to understandings of rubbish and material culture, and to geography's attention to artistic understandings and inhabitations of urban spaces. Central to this analysis are the geographies of Wentworth's work, its production, consumption and circulation. The paper attends to three nested sets of practices: the ‘everyday’ practices of people which draw Wentworth's eye, the potential of creative cultural practices for developing critiques of space and place, and the practices of the artist. As a result the paper pushes forward debates around the relationship between geography and art, reflecting on the analytical value of art practice to contemporary social-cultural geographies.     

‘Favourite places in school’ for lower-set ‘ability’ pupils: school groupings practices and children’s spatial orientations

This paper contributes to the recent turn within Children’s Geographies concerned with understanding and illuminating educational inequalities. The focus is upon pupils assigned to lower ‘ability’ groupings, in a school under pressure to raise attainment. The objective of the paper is twofold, firstly to consider how school grouping practices affect children’s sense of belonging in lessons, and secondly, to contextualise these findings against children’s spatial orientations within the broader school environment. It is argued that a spatial focus may shed light upon the educational policy drivers that contribute to the exclusion of disadvantaged children. Neo-liberal imperatives of accountability and performance can be seen to shape hierarchies of belonging, where pupils’ positioning in ‘ability’ groupings enables/limits the spatial agency that they can exert. Macro policy concerns are mapped onto micro school processes concerning the construction and governance of school spaces, using theoretical insights from Michel Foucault and R.D Sack.     

The (Jean) Nouvel Other: Primitivism and the Musée du Quai Branly

The Musée du Quai Branly, located beside the Eiffel Tower in Paris, opened in June 2006. Constructed to house France's important collection of non-western art, the museum has been promoted as ‘decidedly post-colonial’ and a place of ‘reconciliation and sharing’. Historians have situated the creation of the museum within political debates over the restructuring of several of France's museums and, more broadly, the country's position in a post-colonial world, while focusing little critical attention on the building itself. The author argues that Jean Nouvel's architectural program for the Musée du Quai Branly—a ‘primitive shelter’ surrounded by a ‘sacred wood’—gives physical form to a primitivist aesthetic. The unproblematised binaries of self versus other and culture versus nature evident in Nouvel's design reveal a surprisingly unsophisticated theoretical standpoint. As a frame in which to view and understand the objects on display, the Musée du Quai Branly invites a primitivist—and colonial—reading of its collection.     

Obituary—The Rev. Robert Mackenzie,M.A.

Abstract

This paper examines how CCTV-assisted bird-watching mediates people's relationship with a particular representation of an animal world. By focusing on people's interpretations and responses to CCTV camera technology at three bird-watching sites around Scotland, it is argued that the use of CCTV technology represents a qualitatively different mode of engaging with birds which has bearing on how this mediated animal world appears in and to people's everyday lives. It is asserted that the spatial relations invoked in the act of looking at birds through a CCTV lens inscribe a conceptual hyper-separation between see-er and seen that serve to normalise a vision of humanity inherently separate from and dominant over the wildlife on screen. As a technologically mediated way of seeing, the paper explores the use of CCTV cameras as inscribing particular ‘ways of being’ that serve to define and limit people's conduct towards the birds on view. By drawing attention to the conservation discourses that support, and are supported by the use of CCTV-assisted bird-watching, it is argued that the notion of ‘keeping an eye on nature’ is embedded in a cultural agenda that assists with the construction of nature as tele-visual commodity.     

Mauna Kea: Two Cultures and the 'Imiloa Astronomy Center

When Snow wrote delivered his lecture on ‘The Two Cultures’ in 1959, he considered this to be a phenomenon that had British, Western and global significance. This article looks at how Snow's ideas play out in the setting of Hawai'i from the early contact with Western navigators through to current disputes over the building of the Thirty Meter Telescope (TMT) atop Mauna Kea. ‘Mutual incomprehension’, identified by Snow as the chief characteristics of his two cultures are clearly seen to be at play in Western-Hawai'ian encounters.

This article places the TMT disputes in the setting of the Hawai'ian Renaissance, a movement that has gathered pace since the 1960s. It looks Gieryn's notions of ‘boundary work’ and that of Star and Griesemer on ‘boundary objects’ as ways of framing the discussion. The final focus of the article is the 'Imiloa Astronomy Center in Hilo as a ‘place of safe disagreement’.     

The Corporeal Empire: Physical Education and Politicising Children's Bodies in Late Colonial Bengal

This article deploys children's bodies as an analytical lens to examine the political significance of knowledge production and childhood in British colonial projects in late colonial India. Scholars have theorised the ‘body as method’ of history to argue that bodies are imbued with meanings, become stakes in power struggles and are sites of knowledge and power. I examine this theme by investigating a key locus of knowledge production for children – the colonial school and its curriculum, specifically physical education. To underline the multi‐stranded processes and loci of colonial knowledge production, I examine nationalist pedagogies of two Bengali children's magazines (Amaar Desh and Mouchak) as a form of informal schooling. I argue that the colonial state's engagement with physical education in schools stemmed from anxieties to both discipline native children's bodies, and to discourage students’ ‘seditious’ political activism. Second, I demonstrate that for Bengali educated elites, children embodied a political space for contestation and undertaking their projects of re‐masculinising the youth. These nation‐building projects placed a premium on masculinity, influenced boy cultures to imitate adult male cultures, and inscribed gender roles on the bodies of Bengali boys and girls. By doing so, these colonial encounters restructured and redefined childhood in crucial ways.     

‘So that we don't spoil them’: understanding children's everyday mobility through parents’ affective practices

ABSTRACT

Children's everyday mobility and freedom of movement have been closely linked to parental practices, or what has been referred to as parental ‘mobility permits’ or ‘mobility licences’. Most research tends to focus on parental restrictions, while this article explores the affective practices Swedish middle-class parents use in order to enhance their children's mobility, i.e. how emotions are perceived as enabling parents’ and children's spatial experiences and thus their feelings of safety and security; as well as how emotions are talked of as disabling or disrupting the potential for children's mobility. These affective practices are analysed in relation to the parents’ self-reflexive positioning on a continuum between ‘the helicopter parent’ and ‘the engaged and enabling parent’. The material for the article is comprised of 33 interviews with the children's parents, carried out within a larger ethnographic research project on children's everyday mobility in Sweden.     

Post-trafficking bordering practices: Perverse co-production,marking and stretching borders

This paper highlights the significance of post-trafficking scenarios for understanding bordering practices in political geography. In so doing, it addresses two significant research gaps: the lack of attention to trafficking in geography and the failure of wider interdisciplinary debates to engage with post-trafficking specifically. While extensive research in political geography has addressed the related experiences of refugees, asylum seekers and ‘illegals’, much of this work has centred on policies, processes and practices that aim to keep ‘unwanted strangers out’. By contrast, very little research has addressed how the border is configured for and by those who are crossing-back over; those who are ‘returning home’, in this case from diverse trafficking situations. The paper draws on recent empirical research on post-trafficking citizenship and livelihoods in Nepal which examined how women returning from trafficking situations deal with stigma and marginalisation. Our analysis illuminates how bordering practices circumscribe and shape women's lives in powerful ways as they seek to (re)establish a sense of belonging and respect. We examine the interplay of state and non-state actors (national and transnational) in structuring mobility and anti-trafficking advocacy through a range of bordering practices and explore how the border is (co-)produced by varied actors at different border sites. This includes women returning from diverse trafficking situations, who invoke the border to argue that they are ‘not as trafficked’ as other women, and others who perform the border differently as agents for trafficking prevention.     

‘The best thing ever’: how children's popular culture matters

This paper reflects upon a popular cultural event which was, briefly, for a particular grouping of children in the UK, ‘the best thing ever’: namely the release of the CD-single Reach, by the British pop group S Club 7. I suggest that this event was illustrative of manifold cultural forms and practices which—being ostensibly banal, fun, faddish, lowbrow and ‘childish’—continue to go largely unheralded by many social/cultural geographers. Against this grain, this paper presents three apprehensions of S Club 7’s significance. First, I restate a particular case made via Anglo-American cultural studies that ‘children's popular culture’, ought to be taken more seriously in contexts salient to social/cultural geographers. Second, I detail how the S Club 7 phenomenon existed, practically and materially, and mattered, in some children's everyday lives. Third, refracting cultural geographers' recent apprehensions of affective, evental aspects of cultural practices, I suggest that the pop cultural phenomenon described herein mattered (to those children, there and then) in ways which elude and exceed canonical scholarly habits of writing/knowing popular cultural phenomena.