Historians and friends: reflections on some contemporary historians*

ABSTRACT

This article is based on the text of a talk at the University of Athens in October 2018, in which I drew brief cameo portraits of five historians who inspired me and whose lives I admire: David Herlihy (1930–1991), Michael Baxandall (1933–2008), Marino Berengo (1928–2000), Hans Baron (1901–1988), and Marvin Becker (1922–2004). It is difficult to find strong common methodological or ideological ground shared by all five. Their priorities were different, their guiding lights in each case came from an internal dialogue between their own passions and the inspiration they received from teachers and readings, not by the methodological preferences that dominated the profession in their lives. What, in the end, left a deep imprint on me was their character. Their commitment was to ideas and to dialogue. National, religious, ideological, or methodological differences did not cloud their judgment of others, especially of young scholars. All five, growing up in the Fascist era, were portents of the more level tones of the liberal democracy that slowly, amid myriad obstacles, set root in the decades following 1945.     

Forty‐Five Years of Pacific Island Studies: some reflections

Looking back on our own times, we have seen a rise and fall of interest in Pacific Island studies. Our careers, which have led us currently to the Centre for Samoa Studies at the National University of Samoa, retrospectively illustrate transformations in Pacific Studies over the past half century.     

Enhancing fieldwork learning with technology: practitioner's perspectives

This research paper reports the findings from an international survey of fieldwork practitioners on their use of technology to enhance fieldwork teaching and learning. It was found that there was high information technology usage before and after time in the field, but some were also using portable devices such as smartphones and global positioning system whilst out in the field. The main pedagogic reasons cited for the use of technology were the need for efficient data processing and to develop students' technological skills. The influencing factors and barriers to the use of technology as well as the importance of emerging technologies are discussed.     

Fieldwork@40: fieldwork in geography higher education

ABSTRACT

Fieldwork is the most powerful learning invitation in the toolkit of Geographical Education. This review of papers in The Journal of Geography in Higher Education (JGHE) suggests seven modes in the development of fieldwork. These are arrayed as a kind of historical, perhaps evolutionary, sequence but most remain current in Geography fieldwork practice. At the far end (1960s) of the sequence are didactic modes that are teacher centred and use the field as an adjunct to the classroom, in the middle (1990s) are modes that involve active learning and focus on the development of students as investigators and at the near end (2010s) are those that centred on the field study area and its qualities, that involve concern about the ethics of student engagement and that employ blended learning technologies. The review charts the JGHE’s gradual shift away from its original, almost exclusively, UK-focus toward something rather more international and inclusive. Fieldwork is where Geographers learn “from doing” Geography to “do” Geography. Its special attributes include providing experiential, sometimes transformative, learning through the immersion of the learner in the field experience. In 40 years, JGHE has helped Geography Fieldwork move from the margins of the curriculum to its current place at its core.     

Brexit: initial reflections

Even though the opinion polling before the British referendum on membership of the European Union showed a narrow gap between the two sides, the actual result—a vote to leave—on the morning of 24 June 2016 came as a surprise to many. Yet in truth both the referendum and its outcome had deep roots in British politics. In this article we cast an eye over the history of Britain's relationship with the EU, which has long been marked by a mixture of awkwardness and successful influence. We trace the origins of the referendum in long‐run tensions between, and within, the political parties, and in the lukewarm public support for European integration. We also examine more contingent, short‐term factors relating to the referendum campaign itself. We conclude by commenting on the divisions exposed by the vote along lines of geography, education, class and wealth, and suggest that reconciling these with the continuing tensions in the party landscape make a clean and speedy exit from the EU unlikely.     

Gorgobad: reflections on a German-Australian family biography

This article continues the focus on German-Australian militarised modernities through the Second World War to the present day. It draws on the author’s own family history, beginning with the memories evoked by her grandparents’ house in northern Sydney, built between 1950 and 1953. Named ‘Gorgobad’, Persian for ‘place of the wolves’, it resonates with a family history that involves German colonial investments in post-First World War Iran, the global geopolitical upheavals of the Second World War, which drew her family into separate histories of refuge, British imprisonment and deportation and, finally, building a new home in Australia. The essay asks pertinent questions about the entanglement of hegemonic racialised orders in Europe with the very racialised orders of the grounds on which Gorgobad was built.     

Postmodern patriotism: Canadian reflections

Canada is an evolving human geography that has nurtured difference and made a unitary state impossible. In this short essay I allude to the historical-geographical construction of Canada and the type of confederation it encouraged. I show how deeply different identities are ingrained in the fabric of this country. As the state cannot provide equally for all these identities, I consider the special claims of Native peoples and French speakers, particularly in relation to those of multiculturalism, and argue that the country has a particular responsibility to those societies that were here before the Canadian state, and found it superimposed upon them. Overall, I try to show that Canadian patriotism, based less on an overriding meta-narrative (which the country had never found) than on an appreciation of difference and the responsibilities of citizenship, provides a welcome alternative to either an exclusionary ethnic nationalism or a borderless electronic postmodernity.