Animal Genetics and African Archaeology: Why It Matters

This article introduces the special issue of African Archaeological Review on the relevance of African livestock genetics to archaeology on the continent. It shows how modern and ancient animal genetic research in Eurasia has substantially revised archaeological scenarios for the origins and spread of food production there. It argues that, in contrast to colleagues in Europe and Asia, Africanist archaeologists have generally been slow to engage in truly collaborative research with archaeogeneticists, with some notable exceptions. It builds a case that animal introductions and domestication are as much social, cultural, and economic processes as they are ecological in nature. Through examples, it outlines some profound selective effects that animal keeping has had on humans themselves. Building on the concepts of taste and embodied practice in Stahl’s (2002) discussion of artifacts and differently scaled encounters with non-local commerce, it develops suggestions for archaeologically studying genetically distinctive domestic animals as part of local and long-distance economic systems. Finally, it comments on the issue’s review articles and offers suggestions for ways to encourage stronger collaboration between archaeologists and genetic researchers.     

The Debate on Globalization, Poverty and Inequality: Why Measurement Matters

In the last year or so, markedly different claims have been heard within the development community about just how much progress is being made against poverty and inequality in the current period of 'globalization'. This article provides a non-technical overview of the conceptual and methodological issues underlying these conflicting claims. It argues that the dramatically different positions taken in this debate often stem from differences in the concepts and definitions used and differences in data sources and measurement assumptions. These differences are often hidden from view in the debate, but they need to be considered carefully if one is properly to interpret the evidence. The article argues that the best available evidence suggests that, if the rate of progress against absolute poverty in the developing world in the 1990s is maintained, then the Millennium Development Goal of halving the 1990 aggregate poverty rate by 2015 will be achieved on time in the aggregate, though not in all regions. The article concludes with some observations on the implications for policy-oriented debates on globalization and pro-poor growth.     

The Everyday Geography of the Homeless in Kansas City

Homelessness in the United States is a multifaceted problem that appears to be growing. However, very little is known about the geography of homelessness. This paper will document the daily lives of the homeless in Kansas City, Missouri, within the milieu of the emergency shelter. The purpose of this study continues in the humanistic tradition, which is attempting to restore human subjectivity to a field considered to have been dominated for too long by scientific objectivism. Fieldwork took place in Kansas City from 1988 to 1993. Two types of shelters were identified: street and transitional. The street shelters primarily served individual men and were best characterized by the rescue mission. Transitional shelters, on the other hand, catered for men and the more recent additions to the homeless population, single women and families with children. The spatial activity of the homeless was constrained as a result of living in a shelter. One typical response to homelessness was apathy and depression. After approximately 30 days in a shelter, a homeless person often underwent a change in physical appearance and activity. This shelterization meant that homeless men and women became increasingly isolated and conformed to the view of themselves imposed by their fellow homeless, the caretakers, and society at large. Homelessness is more than simply lacking a roof over one's head; it is a process of institutionalization into the milieu of the emergency shelter. Shelter facilities in the US are transforming into long-term caretaking institutions.     

Some Ideas and Reflections on Teaching 'Ideas' in Geography

This paper outlines the characteristics of a seminar on realism which forms part of the teaching of 'ideas and methods in geography' in the department concerned. The seminar requires each of about a dozen students to answer a specific question by reading a single paper, writing a summary answer to the question based on this source, and delivering an oral presentation. The questions are structured to deal with abstract theoretical issues at first, and then to consider the implications of these issues for research practice. The experience of the seminar is intended to help students prepare for an open-book examination, and to develop the research planning for their dissertations. Student feedback is reviewed, and ideas for modification of the seminar structure are discussed.     

Teaching Research Methods Courses in Human Geography: Critical Reflections

The authors reflect critically on their experiences of teaching research methods/methodology/techniques (MMT) courses in human geography for the first time. Through a highly reflexive process involving journaling, they engage with the broader scholarship of teaching and learning approach. Three themes characterize commonalities in their instructional experiences: (1) prior knowledge, (2) preparation, and (3) confidence. Specifically, they were challenged by needing to teach particular MMTs that they had not previously applied in their own research, by not knowing how best to prepare for teaching such courses, and by a lack of confidence with their approaches that stemmed from numerous issues.     

Revitalizing Economic Geography through Teaching Excellence: Some Pedagogic Reflections

In this position paper, the authors outline some of the pressing trends in the recent development of economic geography as a sub-discipline in human geography. In particular, they note the lack of critical discussion of important pedagogical issues in teaching what might be termed ‘new economic geographies’, and particularly those associated with the ‘cultural turn’. In doing so, the most challenging politics and practices of teaching economic geography are introduced. Drawing on the various contributions to this symposium, five areas for pedagogical developments and cross-fertilization are outlined.     

Teaching (Political) Economic Geography: Some Personal Reflections

Teaching economic geography is not a matter of replicating textbook models. It requires engagement with the ever-changing global economy, which often puts the lie to existing theory. It demands that the teacher break down the economy into its major parts, in a way that students can grasp. This does not mean abandoning theory; on the contrary, it means getting beyond static exchange models to grasp the dynamics of commodity systems, divisions of labour, technology and capital flows. To this, add how geography matters to the way economies work. And always maintain a critical stance toward the world and toward received wisdom.     

Naval Heritage and Postcolonial Geography: Why It Should Matter to Australia

Naval heritage is of global significance, enhanced by its association with waterfront revitalisation, its established literary/institutional framework and its postcolonial connotations. This paper reviews its background and its significance for the worldwide chain of (ex‐)naval bases which formerly bound the British Empire, with particular reference to its use for heritage tourism in Bermuda, Malta and Gibraltar and possible wider potential for this. Australian naval heritage is considered in this context and in its subsequent postcolonial evolution; Australian geographers are prompted to give their more informed consideration to its significance, not least for national identity.