Tolerant exclusion: expanding constricted narratives of wartime ethnic and civic nationalism1

ABSTRACT. During war, the demarcation ‘enemy alien’– whether on ethnic or civic grounds – can lead to loss of political, social or economic rights. Yet not all minorities are excluded even though they pose problems for civic and ethnic national categories of belonging. This article explores the experiences of an ethno‐religious minority who posed an intriguing dilemma for ethnic and civic categorisation in North America during World War II. The Mennonite experience enables a close examination of the relationship between a minority ethnic (and religious) group and majority concepts of wartime civic and ethnic nationalism. The article supports arguments that both ethnic and civic nationalism produce markers for the exclusion of minority groups during wartime. It reveals that minority groups can unintentionally become part of majority ‘nationalisms’ as the content of what defines the national ideal shifts over time. The experiences also suggest that a minority group can help mobilise symbolic resources that participate in transforming what defines the national ideal.     

Pacifying War Heritage: Patterns of Cosmopolitan Nationalism at a Danish Battlefield Site

Former battlefields are often held to be important nodes in national iconographies. This article offers an analysis of a Danish battlefield site which has historically been taken to epitomise fervently ethnic national qualities. The article traces significant shifts in the ways its relevance has been and currently is being imagined and expressed. The heritage and commemorative practices conducted here are analysed as an ongoing symbolic struggle between ‘civic’ and ‘ethnic’ conceptions of nation. It is argued that a third mode of identification, termed ‘cosmopolitan nationalism’, seems to be on the rise here. In such an understanding, the war site becomes ‘pacified’, i.e. symbolically associated with qualities of peace‐keeping and humanitarianism. Importantly, however, such agendas do not simply erase the site’s national significance but are analysed, rather, as re‐imbuing the site with a new strand of Danishness—now taken to entail cosmopolitan and reconciliatory values.     

Gender and household decision-making in a Lao Village: implications for livelihoods in hydropower development

Hydropower development with concomitant changes in water and land regimes often results in livelihood transformation of affected people, entailing changes in intra-household decision-making upon which livelihood strategies are based. Economic factors underlying gender dimensions of household decision-making have been studied rigorously since the 1970s. However, empirical data on gender and decision-making within households, needed for evidence-based action, remain scarce. This is more so in hydropower contexts. This article explores gender and livelihood-related decision-making within rural households in the context of hydropower development in Lao PDR. Based on a social well-being conceptual approach with data from a household survey and qualitative interviews, it focuses on household decisions in an ethnic minority resettlement site soon after displacement, from an interpretive perspective. The article, first, aims to assess the extent to which household decision-making is gendered and secondly, to understand the complex reasoning behind household decisions, especially the relevance of material, relational, and subjective factors. It argues that while most household decisions are ostensibly considered as ‘joint’ in the study site, the nuanced nature of gendered values, norms, practices, relations, attitudes, and feelings underlying these decisions are important to assessing why households might or might not adopt livelihood interventions proposed by hydropower developers.     

Renegotiating the Primary School: Children's Emotional Geographies of Sport,Exercise and Active Play

The current UK policy concern with children's health has led to primary school practices of sport, exercise and active play aimed, in particular, at constructing children's bodies as ‘healthy’. Qualitative explorations of children's own values and experiences however, reveal that their understandings of sport in school differ considerably from its potential to be healthy, instead emphasising emotional geographies of pleasure and enjoyment. This article aims to develop a better understanding of children's ability to modify and reconstitute discursive corporeal regimes through their own agency, thus highlighting the fluid nature of the primary school as an institution. Adult discourses and children's bodily challenges to these mingle and intersect, creating spaces of competing values and discourses that work to transform and renegotiate the primary school. Although this article focuses particularly on the UK context, the findings will be relevant for any country in which child obesity is of current concern for social and education policy.     

Complicating hetero-normative spaces at school formals in New Zealand

The school formal in New Zealand constitutes a rich site of analysis for researchers interested in gender and sexuality performances. As a social space, the formal both shapes bodies and is shaped by them. In this article, we explore the school formals of three different types of schools: a single sex girls’, a single sex boys’ and a co-ed. high school, all from an urban centre. Using the theoretical tools provided by poststructuralism and queer theory, we conducted a discourse analysis of observations conducted by the first author at two school formals, interviews with staff and students and interviews with peer researchers. We demonstrate how same-sex practices do not necessarily map onto queer bodies, masculinity onto ‘male’ bodies or femininity onto ‘female’ bodies. Such fluidity challenges the rigid heterosexual/homosexual and masculine/feminine binaries so that schools are more inclusive of gender and sexual diversity.     

Tag,you're different: the interrupted spaces of children at risk of anaphylaxis

Several contributions to understanding the emotional aspects of everyday lives have been made by geographers. What we undertake in this research is to focus that lens on the emotional context of experiences of children at risk and in particular on anaphylactic risk-scapes, particularly within the school environment. This research attempts to go beyond the policy response by privileging the voices of the affected children (and their parents) in order to understand the emotionality of their risk experience; how it is articulated and negotiated in place, and how bodily boundaries are interrupted. Qualitative methods were used to explore children's perceptions of, and experiences with, anaphylactic allergy in the school environment. In-depth interviews were conducted with 10 children (aged 8–12 years) and 10 adolescents (aged 13–17 years) and their parents. Children were also asked to draw a picture of ‘what it was like to live with a severe food allergy’ and to then explain their illustration. Results revealed how the spaces of children at risk of anaphylaxis were interrupted; social spaces were interrupted through their bodily experiences of risk as they negotiated in and through school environments. These findings suggest allergic children contest school and policy constructions of ‘safe place’ through the interrupted spaces and bodily disruptions of emotion.     

Kamapim gutpela man: Papua New Guinean and Chinese refinery workers' changing understandings of becoming a good man

This article adds to research on emerging masculinities in the Pacific by analysing how Papua New Guinean and Chinese male employees' intercultural work experiences impact their perceptions of becoming a good man. The idea of a good man acts as a benchmark for assessing the adaptability of Papua New Guinean employees to new work environments and determining if Chinese colleagues are their desired partners. I illustrate this point by first considering ‘becoming’ as an alternate framework to the binary framework reflected in earlier research. I next describe how Papua New Guinean workers impress their Chinese supervisors through negotiations and concessions about industrial and subsistence farming time, as well as how working with Papua New Guinean workers alters Chinese employees' perceptions of work. Finally, I demonstrate how employment practices foster Papua New Guinean workers' evolving perspectives on becoming a gutpela man (‘good man’) and Chinese employees' evolving perspectives on becoming a good person, a vital route to becoming a chenggong man (‘successful man’). This article proposes characterizing emerging masculinities as hybrid identities that are context-dependent, interculturally exchanged and temporal by presenting two parties' new thoughts on becoming a good man. This article demonstrates modulatory power dynamics in the Chinese refinery based on a two-way narrative as opposed to portraying Chinese management as the dominating force.     

Intimate colonialisms: the material and experienced places of British Columbia's residential schools

The theoretical premise of this paper is that place is an unbounded material, social and cultural agent within and through which practices of colonialism were enacted in British Columbia. Specifically, the places of British Columbia's 'Indian' residential schools, and the subjects who occupied them, are conceptualized as intimate sites nested within Canadian colonial and nation-building agendas that were predicated on policies of assimilation, enculturation or annihilation of indigenous people. Such conceptualizations allow for an understanding of both how colonialism was actualized against First Nations' peoples and how First Nations' peoples actively navigated and resisted that colonial project. In order to access experiences of residential school places, the article draws from published First Nations' testimonial literatures. It also draws from creative materials produced by students within the schools in order to understand how First Nations' students articulated against assimilative educational processes. The article concludes with a consideration of how nested place, First Nations' resistances, and Euro-colonial concepts of gender are circulating today with reference to a Dakelh woman (and former residential school student) under consideration for beatification in northern British Columbia.     

Italian cultural geography,or the history of a prolific absence

This article focuses on a group of buildings that form the site for a Steiner school in Pembrokeshire, West Wales. It examines the ways in which an environmentally friendly, ‘ecological’ structure was (and is) constructed such that the building and its accompanying practices might be seen as ‘performed art’. By more critically examining the school's geographies through ethnographic material, the paper moves away from the buildings' symbolic meanings to demonstrate how art and nature intersect in various ways, in the school's life. Art and nature were crucial to the type of education there, the physical process of building the school, and daily uses of the buildings. The paper also explores how the art-nature intersection is involved in the construction of ethical discourses and practices constitutive of ‘childhood’ and ‘education’.     

Opportunities,challenges, and transitions: educational aspirations of Pakistani migrant youth in Hong Kong

ABSTRACT

Through the experiences of Pakistani-migrant families in Hong Kong, this paper explores ethnic minority students’ aspirations for education, work and the future in a context where education is highly valued but also extremely competitive. The first part depicts how Pakistani youth and their parents articulate their aspirations and opportunities and investigates the sociopolitical changes in education that are creating new opportunities for young Pakistani students. The second part considers the challenges from the larger Hong Kong society and within the Pakistani community that may hamper aspirations. The last part examines transitions and promises and the ways Pakistani youth negotiate for better futures. This article delineates the intertwining dynamics of cultural consensus, cultural dissonance and children's agency as the youth navigate the terrain of education and career.     

Troubling meanings of family and competing moral imperatives in the family lives of young people with a parent who is at the end of life

ABSTRACT

This article draws on a narrative study of young people with a parent who is at the end of life to examine how family lives are troubled by life-limiting parental illness. Young people struggled to reconcile the physical and emotional absence of family members with meanings of ‘family’; the extent to which young people could rely on family to ‘be there’ in these troubling circumstances was of practical, emotional and moral significance. Our discussion is situated in the context of an English end of life care policy predicated on the ideal of a good death as one that takes place at home accompanied by family members. We explore how the shift away from family as a site for nurturing children towards family as a space to care for the dying is experienced by young people, and consider how these competing moral imperatives are negotiated through relational practices of care.     

‘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.     

明清时期贵州的民族教育

明代,贵州民族教育在“治国以教化为先,教化以学校为本”的方针下,极为重视土司子弟教育,使之成为“安边”的重要举措。由官府在设府、州、县学的同时,在民族地区创办若干“司学”。清代则用“义学”实施民族教育。其对象由土司子弟扩展到一般“苗民”,对发展少数民族地区的“蒙养”教育有一定积极作用。但义学在民族杂居区推广的成效较大,而于少数民族聚居区、特别是“新辟苗疆”的措施不力。     

Educating the nation: shaping student-citizens in Indonesian schools

Children in Indonesia experience the state in ways that are vastly different from any other citizen. This article explores how the bodies of schoolchildren are a key site for nation-building practices in Indonesia through an examination of two state schools in Riau Islands Province. I investigate the ways in which national identity is inculcated in students through various performances intended to shape the student-citizen, including the wearing of school uniforms, morning national callisthenics and the weekly flag ceremony. Drawing on Judith Butler's concept of performativity, I argue that students’ embodied performances of the nation can be understood as performative in the necessity of repetition or ‘citational practices’, which perpetuate the meaning and maintain the power associated. It is through repetition that meanings embedded in the performances of schoolchildren, such as hierarchy, awareness of a higher bureaucratic power and a sense of belonging to the nation, are perpetuated and normalized to the performers.     

Domestic violence,safe space and vicarious abuse: inside a Pennsylvania Exchange and Visitation Center

Drawing on ethnographic fieldwork that I conducted in the ‘safe space’ of an exchange and visitation center, this article examines center staffs’ experiences of vicarious abuse. Vicarious abuse refers to the emotional effects that occur when someone – other than the victim in the relationship – experiences or witnesses the coercively controlling tactics of a domestic violence abuser. This article examines the limitations of safe space that fails to consider the physical and emotional security needs of all who utilize the space. By tracing the fears of staff who interact with abusers, this article also frames domestic violence as a public safety concern with implications beyond the intimate. With recognition that staff experiences of vicarious abuse differ from the embodied experiences of victims in abusive relationships, this article applies a feminist geographic analytic to examine how the ‘safe space’ of an exchange and visitation center enables fear and normalizes vicarious abuse.     

Securing disunion: Young people's nationalism,identities and (in)securities in the campaign for an independent Scotland

This paper explores ethnic and religious minority youth perspectives of security and nationalism in Scotland during the independence campaign in 2014. We discuss how young people co-construct narratives of Scottish nationalism alongside minority ethnic and faith identities in order to feel secure. By critically combining literature from feminist geopolitics, international relations (IR) and children's emotional geographies, we employ the concept of ‘ontological security’. The paper departs from state-centric approaches to security to explore the relational entanglements between geopolitical discourses and the ontological security of young people living through a moment of political change. We examine how everyday encounters with difference can reflect broader geopolitical narratives of security and insecurity, which subsequently trouble notions of ‘multicultural nationalism’ in Scotland and demonstrate ways that youth ‘securitize the self’ (Kinnvall, 2004). The paper responds to calls for empirical analyses of youth perspectives on nationalism and security (Benwell, 2016) and on the nexus between security and emotional subjectivity in critical geopolitics (Pain, 2009, Shaw et al., 2014). Funded by the Arts and Humanities Research Council (AHRC), this paper draws on focus group and interview data from 382 ethnic and religious minority young people in Scotland collected over the 12-month period of the campaign.     

Platform,Podium, and Public Life: Rhetorical Resilience in the Career of Elocutionist Edna Sutherland

This article extends recent scholarship on women’s rhetorical education and practices, which has focused primarily on the experiences of American women, by analyzing the career of Canadian elocutionist Edna Sutherland (1869–1956). Despite the tendency in Canada’s postsecondary institutions to marginalize public speaking instruction as a merely “practical” concern, Sutherland pursued a 35-year academic career, teaching voice culture and becoming Dean of Women successively at the University of Manitoba and Manitoba College. The article examines her negotiation of local circumstances to achieve this success as an instance of rhetorical resilience. Ultimately, Sutherland’s performative abilities complemented her private and college teaching, while the cultural authority she gained as a result supported her contributions to public life, many focused on opportunities for women. The article considers as well how American and British influences on her advocacy for speech training may reflect broader national trends.     

Managing mass migration after the war: The case of Sarajevo’s unification in 1996

This study analyses the immediate consequences of the transition from war to peace in Sarajevo, the capital city of Bosnia–Herzegovina. It focuses on the management of a tense security situation related to the postwar unification of the city, which was divided between warring belligerents during the Bosnian conflict. Firstly, it shows how ethno-nationalist leaders' visions and practices of ethnic homogenization continued after the end of the war as the result of the Dayton Peace Agreement (DPA). The principal tool of their postwar ‘ethnic engineering’ endeavour was to maintain and generate an atmosphere of fear, based on anticipated discrimination, maltreatment, and persecution from former belligerents. Secondly, this study explores how experienced wartime violence and related transformations in personal identities and social positioning activated latent boundaries between groups and made individuals more disposed to forms of group identification. As a result, the mass migration of people out and into Sarajevo strengthened the grip over the territories assigned to former adversaries by the DPA. This article argues that studying the mutually constitutive roles of the elite's ethnic engineering as well as ordinary people's experiences is necessary to understand how organised wartime violence transformed into structural, institutional, and other less visible forms during the postwar period. Ethno-nationalists’ discourses and points of view demonstrate how wartime violence channelled the postwar lives of Sarajevo's residents into a desired spatio-political arrangement.