City with or without God? Features of post-secularism in religious landscape of post-communist Prague

The religious climate caused significant changes over the last few decades which led to intense debates about post-secularism in Western Europe. However, there is particularly a distinct lack of analyses of the features of post-secularism in post-communist cities. The paper draws on the case study of Prague where the religious landscape is in many ways unique in a European context because of its highly secularized society. Nevertheless, Prague also experienced a revival of religious life, which has found expression in the religious landscape (not only) through the emergence of new sacral structures, pluralization of religion and post-secular rapprochement in religious institutions. The paper examines the convergent and contradictory processes shaping the religious and non-religious landscape in Prague and therefore opens the discussion about post-secularism in post-communist context. The results point to the importance of historical, social, and urban development for the new geographies of religion. New areas of research should also draw attention on the new religious movements and alternative spirituality which helps to explain the relationship between sacred and secular phenomena in current European society and space and the re-definition of the minority role of religion in the secular society.     

‘God was with me everywhere’: women’s embodied practices and everyday experiences of sacred space in Czechia

In this paper, we approach religion and spirituality through the analytic lens of the everyday and examine how ordinary women make sacred space through their embodied, emotional, and spatially varying practices. Our research is grounded in Czechia where about 80% of inhabitants do not declare any religious affiliation and ‘new’ religions are on the rise. We deploy auto-photography as a method that invites participants’ own visual representations and interpretative narrations of their quotidian experiences. Thirty-eight Christian, Buddhist, and non-religious women participated in this study in 2016. Our analysis of photographs and interviews shows that our participants turn places that are not primarily associated with religion or spirituality (such as a kitchen sink or a bus stop) into sacred or spiritual places while at the same time integrate officially sacred spaces (such as churches and meditation centers) into their daily lives through social activities. Thus, we argue that a mutually transformative process is taking place in contemporary Czechia. In this process, religiously affiliated and non-affiliated women alike transform everyday spaces into sacred sites through their embodied and emotional practices that seek calmness, peace, and transcendence. At the same time, women who participate in organized religions remake the sacrality of officially sacred sites through their emphasis on social connections and feelings of communal belonging and shared identity. Our findings underscore that sacred space is not fixed in any one location and its production involves the continual emotional and material investment by ordinary women.     

Utopian Promise or Burdensome Responsibility? A Critical Analysis of the UK Government's Building Schools for the Future Policy

Abstract: This paper critically analyses a nationwide school‐building programme in England: Building Schools for the Future (BSF). It is argued that, between 2003 and 2010, the UK Government's policy guidance for BSF represented a (re)turn to utopian discourse in governmental policy‐making, mobilised in order to justify a massive programme of new school building in the UK. In doing so, BSF connected with the promise of three further discourses: school(‐children), community and architectural practice. It anticipated that new school buildings would instil transformative change—modernising English schooling, combating social exclusion and leaving an architectural “legacy”. However, it is argued that BSF constituted an allegorical utopia: whilst suggesting a “radical” vision for schooling and society, its ultimate effect was to preserve a conventional (neo‐liberal) model of schooling. The paper highlights the critical role that notions of utopia might have in negotiating—and challenging—promise‐laden mega‐building policies like BSF. In doing so, it develops recent geographical research on utopia, education and architecture.     

‘The meat market’: production and regulation of masculinities on the Grindr grid in Newcastle-upon-Tyne,UK

This article explores the regulatory practices that shape the production of embodied masculinities in profile pictures in the online dating app, Grindr. Mobile dating applications are becoming increasingly enmeshed in everyday socio-sexual lives, providing ‘new’ spaces for construction, embodiment and performance of gender and sexuality. I draw on 31 semi-structured interviews and four participant research diaries with men who use Grindr in Newcastle-upon-Tyne, a post-industrial city in North East England. Exploring the ways men display, expose and place their bodies in online profile pictures, revealed the production of two forms of masculinity – hypersexualised masculinity and lifestyle masculinity. I argue that the regulatory practices that shape men’s bodies in everyday spaces work to produce these masculinities. I take a visual approach that pays attention to the spatial practices that produce pictures, but that also pays attention to other senses, particularly touch. Paying attention to the visuality of the Grindr grid enables an understanding of the instability of online/offline dichotomies, as it is the interactions of online and offline spaces that enable the production of digital masculinities.     

Atlantic networks,antagonisms and the formation of subaltern political identities

This paper engages with historians Peter Linebaugh and Marcus Rediker's account of the connections and circulations which they argue constituted a multi-ethnic Atlantic working class in the seventeenth and eighteenth centuries (Linebaugh and Rediker , ). Their stories of the mobile, networked insurgencies that traversed the early modern Atlantic challenge accounts of the geographies of resistance and labour which treat ethnicities as given and sealed, view subaltern movements as trapped in place and privilege the boundaries between spatial scales. This paper sketches some preliminary aspects of an agenda for thinking spatially the political identities constituted through Atlantic resistances. The paper foregrounds the multiple antagonisms constituted through Atlantic subaltern resistances to explore three aspects of the formation of subaltern political identities in the early-modern Atlantic. Firstly, how the spatial relations of Atlantic networks were brought into contestation through subaltern struggles. Secondly, the plural and mobile character of antagonisms between and within subaltern groups. Finally, the paper explores how subaltern agency and identities were formed in relation to the materialities of Atlantic networks. These arguments are developed through discussion of subaltern resistances in and between Ireland, Newfoundland, the West Coast of Africa, the Virgin Isles and London in the eighteenth century.     

Educating the national citizen in neoliberal times: from the multicultural self to the strategic cosmopolitan

The paper is a broad, comparative investigation of shifts in the educational rhetoric and policy of three countries over the past two decades. Using England, Canada and the United States as case studies, I argue that the spirit of multiculturalism in education has shifted from a concern with the formation of tolerant and democratic national citizens who can work with and through difference, to a more strategic use of diversity for competitive advantage in the global marketplace. This shift is directly linked with and helps to facilitate the entrenchment of neoliberalism as it supports a privatization agenda, reduces the costs of social reproduction for the government, and aids in the constitution of subjects oriented to individual survival and/or success in the global economy.     

‘It’s good but it’s not enough’: the relational geographies of social policy and youth mentoring interventions

Developing a critical analysis of the relational and situated practices of social policy, this paper draws on an evaluation of an early intervention project in Scotland (UK) where volunteer adult mentors supported young people ‘at risk’ of offending or antisocial behaviour. Contributing to ‘enlivened’ accounts of social practice, we explore how practices of mentoring developed through the co-presence of mentor and young person in the often transitory spaces of care which characterized the ‘diversionary activities’ approach in the project. We expand the notion of the relational in social practice beyond the care-recipient dyad to include wider networks of care (families, programme workers, social institutions). The paper explores how such social interventions might both be ‘good’ for the young people involved, and yet recognize critiques that more individualized models of intervention inevitably have limitations which make them ‘not enough’ to deal with structural inequalities and disadvantages. Acknowledging the impacts of neoliberalism, we argue critical attention to diverse situated relational practices points to the excessive nature of engagement in social policy and provides scope for transformative practice where young people’s geographies can be ‘upscaled’ to connect to the realms of social policy and practice.     

Competition or cooperation? Jewish day schools,synagogues and the (re)construction of young people’s Jewish identities in England

Diasporic synagogues have historically provided a number of educational and social functions. However, the growing popularity of state-funded Jewish schools in England necessitates analysis of these institutions’ changing roles and their implications for performances of Jewishness. Drawing upon interviews with rabbis, and interviews and focus groups with parents and students at a Jewish school, this article demonstrates three challenges for synagogues associated with the recent growth in Jewish day schooling: the instigation of instrumental attendance at services in order to secure a school place; and the co-option of synagogues’ traditional functions as both education and social centres. In the process, it illustrates how conceptualisations of Jewish identity are contested, resulting in discrepant attitudes towards Jewish education. Consequently, the article contributes to understandings of the spaces in which young people practise their Jewishness, and highlights the challenges for community leaders in ensuring that Jewish schools and synagogues cooperate rather than compete.     

Organic Public Geographies: “Making the Connection”

Abstract: A new field of “public geographies” is taking shape ( Fuller 2008 ) in geography's mainstream journals. While much is “traditional”, with intellectuals disseminating academic research via non‐ academic outlets ( Castree 2006 ; Mitchell 2008 ; Oslender 2007 ), less visible is the “organic” work and its “more involved intellectualizing, pursued through working with area‐based or single‐interest groups, in which the process itself may be the outcome” ( Ward 2006 :499; see Fuller and Askins 2010 ). A number of well‐known projects exist where research has been “done not merely for the people we write about but with them” ( Gregory 2005 :188; see also Cahill 2004 ; Johnston and Pratt 2010 ). However, collaborative writing of academic publications which gives research participants authorial credit is unusual ( mrs kinpainsby 2008 ; although see Sangtin Writers and Nagar 2006 ). This paper is about an organic public geographies project called “Making the connection”. It is written by a diverse collection of (non‐)academic participants who contributed to the project before it had started, as it was undertaken, and/or after it had finished. This is a “messy”, process‐oriented text ( Cook et al. 2007 ) working through the threads (partially) connecting the activities of its main collaborators, including a referee who helped get the paper to publication.