‘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.     

Sexual harassment in Korean college classrooms: how self-construal and gender affect students' reporting behavior

This article examines the reasons why women students may hesitate to report sexual harassment. The research draws on the notion of ‘self-construal’. Self-construal is a form of self-identification in social relationships, which in this case relates, in particular, to gender within cultural environments in Korea. For the purposes of this research, a survey was conducted with 298 Korean college students from 7 to 14 March 2006. The results showed that different types of self-construal had different influences on Korean college students' and their reporting of sexual harassment, whereas gender did not. Grounded in the theoretical framework of self-construal, people with independent self-construal were found to express their uncomfortable feelings and to report to the university counseling center, whereas people with interdependent self-construal did not. Furthermore, we found that women were more likely than men to directly express their opinions and report sexual harassment to the university counseling center. Men are also harassed by women colleagues or students but are often more reluctant than women to recognize their experiences as ‘sexual harassment’ because of the stereotype that men are the perpetrators of this behavior, not its victims, and because they fear ‘loss of face.’ It is necessary to engage not just with femininity but also with masculinity and the relationship between these constructs because they are both temporally and geographically contingent.     

Two Dozen Directions

A self-assessment schedule has been developed for first-year geography students at Curtin University of Technology. Its purpose is to guide students towards independent learning by encouraging them to reflect more on ‘what’ and ‘how’ they learn. Results of the 2003 and 2004 trials showed that the self-assessment schedule had a positive impact on student learning and was at least partially effective in improving students' critical thinking skills. It helped students to plan and organize their thoughts, describe the geographical characteristics related to their fieldwork exercise and indicated that students were generally positive about becoming more independent and reflective learners.     

The Challenges and Opportunities of Foreign-born Instructors in the Classroom

Foreign-born instructors are an integral part of the US education system. While universities see them as contributing to internationalization, many students, parents and legislators are concerned about their impact on students' educational achievement. Supported by data collected from students and professors, the author identifies the main problems students experience with foreign-born instructors, as well as the main challenges foreign-born instructors face in adjusting to the US education system. Recommendations are developed aimed at improving classroom interactions between American students and foreign-born instructors and it is shown how the instructor's ‘foreignness’ can be an important teaching resource, particularly in disciplines such as geography.     

Performing post-migration cinema in Italy: Corazones de Mujer by K. Kosoof

Following consideration of the most common representations of migrants in Italian cinema, where they are often portrayed as victimised and minor subjects, this article analyses a film by Davide Sordella and Pablo Benedetti, Corazones de Mujer (2008) as a ‘post-migration alternative’. This film considers a different way of depicting ‘foreigners’, and addresses the complex issues of gender and sexuality as they emerge at the interface between Western and Arab cultures. Within the conceptual framework of Judith Butler's ‘gender performativity’ and Rosi Braidotti's ‘nomadic subject’, this article aims to suggest an alternative way of representing migrants in Italian cinema as agents of social and gender transgressions.     

‘I Could Eat My Baby to Bits’; passion and desire in lesbian mother–children love

Mother–children love and adult–sexual love tend to be differentiated by the absence/presence of passion and desire. In the course of my research on lesbian parent families, the artificiality of this distinction has become transparent. In attempting to describe ‘mother love’ mothers said repeatedly they loved their children ‘to bits’, wanting to ‘eat them up’, feeling ‘utterly passionate’ towards them. This challenges the traditional sexual–sexless boundaries between parents and children. The intensity of ‘maternal love’ often means that mother–child intimacy becomes a site of delicate negotiations between desire and love. The legal–moral boundaries that are invoked prohibit intergenerational desire, upholding the incest taboos that dominate Western culture. However the construction of these boundaries neither stop adult–child ‘border skirmishes’ nor quash children's ‘natural’ exploration of their sexuality. I explore how bodies and bodily boundaries are used to manage sexuality and desire in families. I consider how mothers negotiate their way through the contradictions of mother–children love, incorporating the passion and desire of this love. I suggest mothers' acknowledgment of their passion does not mean that ‘maternal love’ is potentially sexual/incestuous, but instead questions its conceptual framing. I suggest that future research on mother–children love might usefully look outside the traditional discourses used to describe and delineate love, towards ones that incorporate non‐sexual desire.     

France,Patrie, Nation: figures de lutte et discours national (XVIème–XIXème siècles)

This article explores the conceptual changes and semantic shifts of ‘patrie’ and of nation from the Renaissance up to the French Revolution and the First Empire. It emphasises the causes and consequences of both concepts' occurrence and tries to discover their fundamental differences synchronically and diachronically. A brief comparison with other European countries allows us to understand that both concepts are not typically French and highlights the very fact that they are interactive, discontinuous, and at the same time evolutionary, since they are successively inserted in a specific historical context. Above all, ‘patrie’ and nation turn out to be used more often during national and international political conflicts, even though they did not have the same connotation and register. It is therefore interesting to consider precisely what characterises both concepts, and to reflect upon the origins of the modern meaning of nation.     

‘A dog who I know quite well’: everyday relationships between children and animals

Adult discourses often represent relationships between children and animals as beneficial for children's psycho-social development or as reflecting a ‘natural’ connection between children and animals. In contrast, this paper draws on recent work in sociology and geography where human–animal relationships are seen as socially situated and where conventional constructions of the human–animal boundary are questioned. Focussing on children's own perspectives on their connections with animals, it is argued that these relationships can also be understood within the social and relational context of children's lives. It is argued that this ‘relational’ orientation to children's relationships with animals might significantly enhance our understanding of children's lives and also open up ways of thinking about the place of animals in children's (and adults') social lives.     

Experiencing Climate: Finding Weather in Eighteenth Century Cumbria

This article examines whether Tim Ingold's concept of the ‘weather-world’ can be applied within discussions of climate in archaeology. Using a case study of eighteenth century Cumbria, the article first looks at the issues arising when environmental models are used to investigate landscape change. It then assesses the insights on landscape, weather and farming that can be gained from two historical diaries. It is recognised that advances in complex ecosystem and agent-based modelling have improved ‘climate change archaeology’, but that there are aspects of people's relationships with the weather and climate that are ill-suited to quantification. The article concludes by arguing that people's qualitative engagements with the weather are integral to how past people viewed and used the landscape.     

‘But Private Notes for My Own Memory’? Parliamentary Diaries,Parliamentary History and the Politics of Information in Early Stuart England*

Early modern parliamentary diaries are a standard source for historians, and have long been used as a supplement to the official journals in reconstructions of debates and business at Westminster. This article adopts a contrasting approach and examines what diaries – viewed as sources in their own right – reveal about parliament and its members, methods of contemporary note-taking, and the circulation and readership of political information. It begins with a review of the evidence for why, how, and to what ends members kept parliamentary diaries, before exploring the extent of their dissemination in early Stuart England. While recent literature has emphasized the circulation of materials relating to Jacobean and especially Caroline parliaments during the early 17th century, the article recovers the existence of a simultaneous interest in the parliamentary proceedings of the Elizabethan era. At a time when the future of parliament seemed uncertain, it argues that the evident market for, and readership of, Elizabethan material reflects contemporaries’ increasing recognition of parliament's significance within the English state and their changing attitudes towards parliamentary history. Moreover, while Elizabethan parliamentary diaries and journals seemingly reinforced memories of a past ‘golden age’ of parliamentary rule, the article contends that contemporaries’ production, dissemination, and reading of that material was a conscious form of political action in response to the constitutional crisis of their day.     

Critical spatial learning: participatory mapping,spatial histories,and youth civic engagement

As digital technologies become ubiquitous in many places, scholars of civic engagement, youth and political life, and geographic education have explored the potential of teaching critical and spatial thinking through digital technologies. This paper examines interactive digital mapping as a technology environment for teaching and practicing critical spatial thinking, in relation to civic engagement. From this participatory and dialogic mapping project with teenage girls in Seattle, Washington, we develop a conceptualization of critical spatial thinking that emphasizes how social and spatial processes intertwine to generate societal inequalities and show how this learning informs students’ social and spatial civic responses. We show how interactive digital mapping pedagogies offer students an opportunity to develop awareness of what happens in their urban geographies, but also how and what they might do to intervene.     

Youthful geographies: from Cool Places to hyper-dynamic Asia

ABSTRACT

Cool Places: Geographies of Youth Cultures published in 1998 effectively launched young people's geographies and provided interesting examples of the ‘cultural’ and ‘feminist turns’ through its engagement with cultural studies. It placed young people as central and showcased young arts students through their printmaking self-portraits. This article looks back to 1998 and forward beyond 2018 to explore the concept of ‘youthful geographies’. It reflects on the starting points for this edited collection and explores the ways in which scholarship focusing on young people worked to establish the space to pursue a challenge to the youthful ‘present absence’ in Geography. It poses the question: ‘Where are young people in the sub-disciplines of Geography’? and acknowledges the value and innovation that youthful scholars bring to geographies of young people. In the final section I reflect on a decade of the nascent growth of scholarship located in, and focused on, Asian youthful geographies.     

Situating middle class identities: American college women of South Asian descent

This article explores the ways in which American college women of South Asian descent discuss their positioning as middle class. The article analyses participants' talk around class as evidence of embeddedness in American class discourses and a complex and contradictory scheme of identification that implicates other identities like gender, race and culture. Respondents often articulated class using the American Dream, where the social capital their parents immigrated with is left unexamined in favour of a narrative of ‘rags to riches’. Young women also used other constructs like ‘stability’, ‘race’ and ‘resources’ to make reference to class, but also to participate in an American discursive silence around it. Finally, the notion of a drive towards professionalism as an immigrant goal is examined, and it is suggested that this serves to further deflect discussions of class. This article synthesises theories of diaspora, ‘translocational positioning’ and habitus, and examines the production of American class discourse as a performance of an American middle class habitus.     

The geographies of UK university halls of residence: examining students' embodiment of social capital

Recent investigations into ‘student geographies’ have recognised the complex ways in which students from different backgrounds go about ‘fitting in’ among their peers within university-managed accommodation. Halls have been characterised in the literature as highly pressurised spaces in which multiple (and potentially conflicting) identities can perpetuate disadvantage through incongruous accessibility to student-centric social activities and behaviours. This paper joins these debates by critically examining universities' ‘Student Accommodation’ web pages alongside qualitative interviews in order to question notions of halls being inclusive and encouraging a cultural mix. Using Bourdieu's reading of social capital this paper suggests that, while these spaces may perpetuate disadvantaged access to social capital, some students may transcend this, drawing on other forms of non-student social capital which legitimises their position among their peers in halls. This adds to previous discussions of ‘difference’ by highlighting the power of social capital in transforming individuals' positions within social groupings.     

What constitutes a ‘trip’? Examining child journey attributes using GPS and self-report

Active travel is associated with improved health and development outcomes in children. Accurate detection of children's travel behaviors and routes, however, is problematic. Travel diaries are often used to collect information on children's travel behaviors, yet no evidence for the accuracy of this methodology exists. This study investigated the validity of children's self-reported trips (origin, destination) compared with an objective criterion (global positioning systems units; GPS). Children (n = 10, 9–11 y) wore the GPS units for seven consecutive days between March and June 2011 and completed travel diaries daily with researcher assistance. Affinity group interviews were conducted in December 2011 with 30 children from two schools to garner perspectives on trip definition, neighborhood perceptions, and to illuminate GPS and travel diary findings. GPS journeys were manually compared with travel diary journeys for destination sequencing, start times, and travel mode. Accuracy in trip sequencing was compared by day type, and journey type using percentage differences and the chi-square (χ²) statistic. Of the 380 trips captured, 54.5% of journey sequences were fully or partially matched, 22.4% were GPS only trips and 23.2% travel diary only. Greater accuracy (full/partial match) was observed for weekdays than for weekend days and for the journey to or from school than for other journeys. Travel mode agreement existed for 99% of matched trips. Although children's travel diaries may confer contextual journey information, they may not provide completely accurate information on journey sequencing. Thematic analysis of affinity group data revealed that reasons for this are multifaceted, including differing concepts of what constitutes a ‘trip’. A combined approach of GPS and travel diary is recommended to gather a comprehensive understanding of children's journey characteristics.     

Changes of Proverbs in Form and Meaning: The Case of Croatian ‘Odjeća ne čini čovjeka čovjekom’ (Clothes Do Not Make the Man)

This article deals with changes of form and meaning of the Croatian proverb ‘Odje?a ne ?ini ?ovjeka ?ovjekom’ (Clothes do not make the man). The analysis is done on the basis of its use in newspaper articles and spoken communication. Furthermore, the data are interpreted within the framework of cognitive semantics. The analysis shows that the proverb is often used in modified form and that it has changed its form from negative to positive. Most of the informants recognize its modified form ‘Odijelo ne ?ini ?ovjeka’ (The suit does not make the man) as the original one. From the cognitive semantic point of view, changes analysed in relation to the concept of basic conceptual metaphor point to changes in the socio-cultural context and to perception of the importance of (outward) appearance.     

Illusions of revolution: François Furet's critique of Marx

In this article it will be argued that François Furet's attempt in Interpreting the French Revolution to provide a conceptual history of the French Revolution through a synthesis of Tocqueville and Cochin's historical and sociological accounts fails methodologically. It does so in two ways: Firstly, in its aim to distinguish between conceptual, explanatory history and empirical, narrative history, and secondly, in its distinction between revolution as process and revolution as act. Drawing on Claude Lefort and Paul Ricoeur's interventions in the historiographical debate, I demonstrate that these seemingly methodological concerns, conceal a deeper historical and political question concerning the nature of the ‘event’ of revolution. In response to Furet's oblique turn to Hegel in his later work, this article traces the nature of the ‘conceptual inversion’ Furet claims to find in Hegel and Marx's accounts of the French Revolution. In relation to Marx, it is argued that Furet's critique fails to capture the allegorical nature of the political in Marx's thought, and underplays the significance of revolution as the basis for both the separation of the social and the political and their attempted unity. The article ends with some remarks on the importance of language and culture in rethinking the relationship between Hegel and Marx.     

The Tenco effect. Suicide,San Remo,and the social construction of the canzone d'autore

Abstract

Canzone d'autore is an indigenous expression that has no precise equivalent in other languages. Its social use identifies a genre of popular song that presuppose the existence of an ‘autore’ taken in its most vigorous sense, meaning a ‘creator’, an ‘artist’– but how did this claim to artistry originate? How did it insinuate itself into the world of song, a genre that by definition belongs to the realm of what is traditionally called in Italian ‘musica leggera,’ with unmistakably pejorative connotations? In this essay, I will put forward a sociological interpretation of the genesis of the canzone d'autore, using as a strategic conceptual device the idea of cultural trauma. The traumatic event that I propose to explore, making use of this concept and its analytical machinery, is the suicide of the singer-songwriter Luigi Tenco during the seventeenth San Remo ‘Festival della Canzone’ (‘song festival’) – that is the best-known, most controversial, and most influential single event in the field of Italian ‘musica leggera’, an annual event regularly attended every year – via radio, television, or audience participation – by millions of Italians. Through a reconstruction of that suicide and above all of the public and dramatic events that followed in response to it, the paper examines the social process that transformed an individual tragedy into a collective, social drama, a process that not only produced a new musical classification, but also a new cultural and aesthetic category.     

Children’s citizenly participation in the National Revolution: the instrumentalization of children in Vichy France

Children held a privileged place in Vichy France. They became the subjects and objects of a vigorous propaganda which recognized their ability to contribute to the National Revolution. This article discusses three ways in which children were instrumentalized by the regime, showing their reciprocal engagement with it, which is understood as ‘citizenly’ behaviour. First, drawn into the maréchaliste leadership cult, they were used to embed the values of the regime. Second, children’s compassion was co-opted in various campaigns which contributed to national(ist) solidarity. Third, they engaged with a gendered duty to national population growth, now and in the future. The article uses ‘public’ written sources (for example, letters and essays sent to Marshal Pétain and thus archived in public collections, not diaries or drawings for private eyes, in private hands) produced by children. Although it recognizes these as epistemologically unstable, such sources present opportunities for understanding elements of children’s agency, which is seen in conformity as well as dissent. By recognizing children as historical actors, we can identify them as ‘beings’ active in their own lives, and not just adults-in-waiting.