Histoire embrouillée: Making material histories in Southern Africa

This article examines how historical knowledge about Southern African chiefdoms was produced in D.F. Ellenberger's research archive (c. 1860–1913) and archaeology drawing on his scholarship. I describe a historiographic approach detailing how Ellenberger's work co-opted the material world to create historical facts, obscuring diverse meanings of home, movement, and authority.     

Children's perceptions of the natural environment: a South African perspective

This qualitative study explored the ways in which adolescents perceive the natural environment. Focus group interviews were conducted with 32 participants between the ages of 13 and 14 attending a school in a low-income area in the Western Cape Province of South Africa. The findings revealed five key meanings which emerged from the themes the participants discussed, i.e. nature as a threatened place, ‘culture of inconsideration’ towards nature, nature as external to the self, nature as the dangerous other, and intrinsic care for nature. Nature as the dangerous other persisted as an overarching meaning which emerged from the participants' responses. Thus, the participants perceived the natural environment through the lens of safety as natural areas in their community are characterised by crime, violence, and pollution.     

Street children's lives and actor-networks

This article investigates the street-children phenomenon and their view of street life as actor-networks in Pelotas, Brazil. Street children manipulate actor-networks to reach their life goals. They physically approach certain actors and withdraw from others. To explore this phenomenon, I acquired qualitative data about the lives of 19 street children over 7 years. Manifold methods were utilised: observation, interviews, poems, walkabouts and drawings. The most important actors from the children's perspective affecting street life, such as other street children, police, violence, trees offering safety, street knowledge, sunglasses, drugs and states of mind, were discovered. I analysed children's lives by combining actor-network theory and time-geography, which clarified why same actors may hold varying meanings depending on the other actors in the networks. Furthermore, the capacity of actors is influenced by the intensity of the connection between actors and the reasons why certain actors are enrolled in the networks.     

‘Wherever I lay my head is home’ – young people's experience of home in the Brazilian street environment

Although academic research on street children is increasing, few have discussed the multiple meanings of home, as well as young people's perspectives on their homeless status. Drawing on several qualitative fieldwork studies in Salvador, Brazil, this article explores the ‘home’ narratives of a group seldom appraised: the grown-up ‘street children’ of the 1980s and 1990s. Although many of these young people may be described as homeless in a territorial sense, their narratives demonstrate the complex ways in which many feel or have felt at home in the streets of a middle-class neighbourhood. The feeling of being at home is closely interlinked to aspects they find important in their everyday lives, namely that of autonomy, safety and belonging. This analysis illustrates earlier ignored dimensions of why young people choose the street rather than home, and in addition, challenges some common definitions and assumptions.     

Radical (Evangelical) Democracy: The Dreams and Nightmares of Martin Luther King,Jr. and Antonio Negri

Abstract

This essay critically examines the theories of radical democracy offered by Martin Luther King, Jr.'s vision of the beloved community and Antonio Negri's vision of the multitude. The radical democratic visions of King and Negri continue to critically inform progressive reflections on democratic theory and propel new dreams of democracy. Despite their similarities, the differences between Negri and King are substantial. I argue that Negri's dream of the multitude and King's dream of beloved community have been shaped by different conceptions of radical democracy. While Negri works out of a tradition of Italian Marxism, King works within a critical tradition of prophetic evangelicalism. Thus, the political task, according to King, is to translate Jesus' teaching of the Kingdom of God into a beloved community on earth. King's creative negotiation of transcendence and history provides the requisite theological and political resources to develop a truly transcendent and immanent vision of a radical democratic society that is attentive to the demands and dignity of "all God's children."     

A missing link? Network analysis as an empirical approach for critical physical geography

Critical physical geography (CPG) calls for integrative research on material landscapes and the socio-political dynamics of scientific knowledge production. Network analysis, a rich tradition of tools and approaches for analyzing relational information, has seen little use in the CPG literature to date. This represents a fruitful opportunity, as many of CPG's core interests—knowledge politics, histories of scientific concepts, and ecosocial relations—can be effectively analyzed using network techniques. In this article, I argue for adapting network approaches to CPG. First, I provide an overview of various network concepts, approaches, and their origins. I then discuss bibliometric network techniques for “science mapping” including co-word, co-authorship, and citation analyses. Next, I describe discourse network analysis, a recent mixed-method approach from political science. Finally, I discuss overlaps with emerging approaches from qualitative and visual network analysis. In each section, I provide existing and hypothetical examples, as well as software and visualization techniques, that demonstrate how network approaches could add new insights to CPG and related scholarship. Linking CPG with the diverse traditions of network analysis has the potential to produce new empirical understandings and bring the field into conversation with a growing body of research that spans the social sciences, natural sciences, and humanities.     

Navigating the Fault Lines: Race and Class in Philadelphia's Solidarity Economy

In debates over post‐capitalist politics, growing attention has been paid to the solidarity economy (SE), a framework that draws together diverse practices ranging from co‐ops to community gardens. Despite proponents’ commitment to inclusion, racial and class divides suffuse the SE movement. Using qualitative fieldwork and an original SE dataset, this article examines the geospatial composition of the SE within the segregated geography of Philadelphia. We find that though the SE as a whole is widely distributed across the city, it is, with the exception of community gardens, largely absent from poor neighborhoods of color. We also identify SE clusters in racially and economically diverse border areas rather than in predominantly affluent White neighborhoods. Such findings complicate claims about the SE's emancipatory potential and underscore the need for its realignment towards people of color and the poor. We conclude with examples of how the SE might more fully address racial injustice.     

Productive tensions—engaging geography students in participatory action research with communities

This study discusses the benefits and challenges of an undergraduate module on participatory geographies, involving students in co-producing research with community partners. The module challenges the knowledge production model predominant in Geography curricula. We argue that it develops students' skills and understanding through engaging them intellectually, socially and emotionally outside the university. As a student, two community partners and a professor, we offer our perspectives on the opportunities and conflicts that arose. We do not gloss over tensions in achieving the module's diverse aims, but suggest that these are productive for teaching, learning, research and the needs of community organizations.     

From Active Young Explorers to Passive Young Consumers: The Commercialization of Canada's OWL Magazine

This article provides a content analysis of OWL magazine, a popular Canadian children's periodical published initially by a non-profit organization and, after 1997, by a for-profit corporation. Researchers examined issues of OWL from 1982, 1992, and 2002 to assess changes in the magazine in response to commercial ownership. Quantitative and qualitative methodologies were used to show how OWL has shifted from a primarily science and animal-themed magazine to a general interest “consumer” magazine for children with features like video game reviews. This shift from 1982 to 2002 is discussed within larger changes in Canadian children's commercial media and marketing. Canadian and American children's commercial media “boomed” during the 1980s and 1990s, placing additional pressure on OWL to incorporate content that met advertisers' interests and emerging consumerist outlook of Canadian children. We conclude by discussing how this research informs ongoing theoretical debates about the commercialization of childhood.     

'It's only as stupid as you are': Children's and adults' negotiation of ICT competence at home and at school

Contemporary discourses about children's use of information and communication technologies (ICT)—which both celebrate children's command of a technology which is seen to be our future, and raise fears that this technology is putting children's emotional well-being at risk—are problematic, resting as they do on essentialist ideas about children, and overt technological determinism. Drawing instead on work within the new social studies of childhood, and the sociology of science and technology, we identify a need for research which examines how children and technology come together in diverse communities of practice. The communities of practice we study are the home- and school-based ICT usage of British school children in the late 1990s. Our research identifies the different ways in which children and adults negotiate children's technical and emotional competence in relation to ICT, and uncovers the varied meanings of childhood and technology which emerge for adults and children in these two socio-spatial environments. These findings not only highlight the spatiality of children's and adults' performances and understandings of ICT competence, but also how these are constituted through the socio-spatial relations which shape the off-line spaces of home and school.     

The Idea of a Good and Bad Gemeinschaft in William Bloke Modisane’s Autobiography,Blame Me on History

William Bloke Modisane, the African writer and journalist, attracted wide notice with his autobiography, Blame Me on History, which was banned in South Africa in 1963, the year in which it received its first publication. The sociologist's interest in Modisane's autobiography can be located in several basic themes (among these can be counted the problem of his cultural dilemma as a member of the African middle class), but for present purposes, we need to note only one aspect of the book which I think has been constantly ignored, namely the sociological tradition that informs the meaning of his concept of the community— Sophiatown. The name “Sophiatown” carries a profoundly important meaning in Modisane's autobiography. I will argue that in the sociological sense in which the Drum writer uses the name, he articulates the central notions of what the German sociologist Ferdinand Tönnies regards as a Gemeinschaft social order. There is a different, though related, point that needs to be made about Modisane's use of the term “community”: if we read his book carefully, we can see that it contains two different narratives about Sophiatown, a positive one which appears to have been slightly romanticised, and a negative one, which focuses on the community's darker side, showing it up to have been a Gemeinschaft in an unusual way. It is through this binary opposition that Modisane creates in his autobiography that he shows his ambiguity with regard to his Gemeinschaft community.     

Community Archaeology as Knowledge Management: Reflections from Uneapa Island,Papua New Guinea

Abstract

Over the last decade the concept of community archaeology has become a worldwide phenomenon; a convenient tagline largely describing the involvement of non-archaeologists in the practice of interacting with, uncovering, interpreting, and presenting the past. A plethora of new definitions and methodologies have been postulated, a marked increase in public funds invested in such initiatives is notable, as is the development of more rigorous evaluation strategies. Using Etienne Wenger’s ideas about ‘communities of practice’ (1998), I argue that community archaeology can be conceived as a form of knowledge management. In doing so, this paper reflects on the interactions between a small research team and local community during six months fieldwork on Uneapa, a remote island in the Bismarck Sea, Papua New Guinea. It considers the sets of relations that emerged whilst fi?eld-walking, surveying, and excavating Uneapa’s monumental landscape, and discusses how local ideas and knowledge influenced and altered the project methodologies and research questions being asked. This paper also highlights the challenges faced when reifying such engagements into research outputs.     

Children's agency and Islam: unexpected paths to solidarity

This ethnographic study analyzes the experiences of Palestinian children's agency of religion and its manifestation in religion as resistance while it is fighting the globalized hegemony. Children's agency of religion as resistance is cultivated within the debate of Islamist movements and the evolution of Palestinian national identity while it serves as a call for global solidarity. It is this creative construct of agency of religion that transcends borders and distinguishes itself from the old generation method of resistance. The differences between generations on this construct, as described by children's agency and their ability to transform, is constructed by particular meanings of Islamist symbols and rejects the assumption that children's roles are defined. The agency of religion as resistance evolves as the role of religion in national discourse is deliberated in secularism and sectarianism. In 2005/2006, I was awarded the Rockefeller Fellowship in the Anthropology Department of Johns Hopkins University. The award was for my work on children's political socialization in the Middle East. I also have been active with international studies: in 2009, I collaborated with the Children's Rights Unit, Institut Universitaire Kurt Bösch, Switzerland on the research project, Living Rights: Theorizing Children's Rights in International Development. I am serving as research member on the Joint Learning Initiative on Children and Ethnic Diversity (JLICED), Division of Children's Rights. My work has been published in the Journal of Qualitative Inquiry, Childhood, Children's Geographies, Journal of Mix Method Research and others. View all notes     

Theorizing a child–dog encounter in the slums of La Paz using post-humanistic approaches in order to disrupt universalisms in current ‘child in nature’ debates

This paper theorizes children's interspecies relation with dogs in La Paz Bolivia utilizing post-humanism and new materialism as its approach. This approach allows for the deconstructing of human–nature binaries found in discourses central to the children in nature movement. Questioning the universalizing of children's experience in nature the paper considers three propositions. Firstly, what if children were viewed as nature rather than outside of it. Secondly, can the objects or ‘things’ of nature be viewed as animated. And finally, how sensitive is the contemporary imperative to reconnect children to a romanticized more natured life, to children's diverse worldly experiences. I explore these propositions drawing on a study where I have adopted a materialist ontology and theorized using the work of [Barad, Karen. 2007. Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. Durham, NC: Duke University Press] and her concept of intra-action as adopted by Rautio [2013a. “Children Who Carry Stones in Their Pockets: On Autotelic Material Practices in Everyday Life.” Children's Geographies 11 (4): 394–408]. Based on my child–dog interspecies exploration, I will conclude by re-addressing the three propositions.     

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.     

“I spent the first year drinking tea”: Exploring Canadian university researchers’ perspectives on community‐based participatory research involving Indigenous peoples

Community‐based participatory research (CBPR) is generally understood as a process by which decision‐making power and ownership are shared between the researcher and the community involved, bi‐directional research capacity and co‐learning are promoted, and new knowledge is co‐created and disseminated in a manner that is mutually beneficial for those involved. Within the field of Canadian geography we are seeing emerging interest in using CBPR as a way of conducting meaningful and relevant research with Indigenous communities. However, individual interpretations of CBPR's tenets and the ways in which CBPR is operationalized are, in fact, highly variable. In this article we report the findings of an exploratory qualitative case study involving semi‐structured, open‐ended interviews with Canadian university‐based geographers and social scientists in related disciplines who engage in CBPR to explore the relationship between their conceptual understanding of CBPR and their applied research. Our findings reveal some of the tensions for university‐based researchers concerning CBPR in theory and practice.     

‘Overspills’ of research with children: an argument for slow research

We take on the challenge posed by Horton and Kraftl [2006. “What Else? Some More Ways of Thinking and Doing ‘Children’s Geographies’.” Children’s Geographies 4 (1): 69–95, 71.] that research be ‘slowed down’ through methodological and theoretical routes to acknowledge seemingly trivial details in children’s lives. Based on an ethnographic study in an Australian preschool focusing on children’s place-making in a globalizing world, this paper discusses one event in the home corner to exemplify what we understand as and how we enact methodological slowness. The event is revisited by recognizing the role of the unexpected, the troubling and paying attention to data that overspills the research engagement in conducting ‘ideally preset qualitative research’. Research engagements not only reflect but also produce children’s lives. Researching ‘the global’ is ‘doing the global’ as the frames, practices and traditions of research itself are part and parcel of the so-called answers we produce. As result, a more nuanced and complex understanding of how ‘the global’ is made and circulated by children surfaces.     

Palawa Kani and the Value of Language in Aboriginal Tasmania

Over the past forty years the Tasmanian Aboriginal people, long marked as an iconic case of extinction, have revitalized many elements of their ‘lost’ culture. Palawa kani, the constructed Tasmanian Aboriginal language, is an example of such efforts. The construction and utilization of palawa kani is one element of a broader Tasmanian Aboriginal cultural politics working to strengthen the Indigenous status, authenticity, and presence in Tasmania specifically and Australia more generally. In this article I recount the historical documentation of Tasmanian Aboriginal languages and analyze the process through which multiple historical languages were utilized in the construction and consecration of a single ‘official’ Tasmanian Aboriginal language. Rather than existing strictly as a tool for communication, I argue palawa kani is a cultural artifact that, like an emblem, works to distinguish the Tasmanian Aboriginal community, one that lacks many of the stereotypical components of Australian Aboriginality, within Tasmanian society. As such, it is best understood in relation to Clifford's ‘indigenous articulations’ (2001) and Cowlishaw's mythopoeia of Aboriginality in Australia (2010, 2011). I examine what palawa kani does for, and what it represents to, the larger Tasmanian Aboriginal community.     

Roller derby's publicness: toward greater recognition of diverse genders and sexualities in the Bible Belt

While scholars have considered the various meanings of roller derby for participants and discussed how roller derby critiques and stabilizes gender and sexuality normativity, their investigation into how a larger public is impacted by roller derby's public performances has received less attention. Here, we begin to address this oversight. Employing both participant and spectator data, we examine facets of publicness in the discursive and material spatial practices associated with roller derby in the US Bible Belt, specifically Oklahoma. While some scholars doubt that there is much social impact from roller derby, we suggest that the specific spatial qualities in roller derby's public performances, in both the sporting and playful senses, contribute to a change in cultural norms – that of greater recognition of diverse genders and sexualities in this region. Such validation increases the social stability of individuals who do not neatly reside within heteronormativity.     

‘I feel like this is a good place to be’: children's experiences at a community recreation centre for children living with low socioeconomic status

The purpose of this qualitative case study was to explore the experiences of children living with low socioeconomic status (SES) at a community recreation centre using the framework of place attachment [Scannell, L., and R. Gifford. 2010. “Defining Place Attachment: A Tripartite Organizing Framework.” Journal of Environmental Psychology 30 (1): 1–10. doi:10.1016/j.jenvp.2009.09.006]. Seven children took part in semi-structured interviews and drawing activities. Additional data were collected through observations, field and reflective notes, documents and a staff focus group interview. The overarching theme of having opportunities emerged from a thematic analysis of the data. The children, as they shared about their experiences at the centre, talked about having opportunities in three main ways: opportunities to do, opportunities to connect and opportunities to be. The findings are discussed broadly within the framework of place attachment and through the literature on after-school programming, children's geographies, place and SES.