Academic work as radical practice: getting in,creating a space,not giving up

This paper makes three key points. First, beginning with a personal narrative on the radical practice of getting into the academy, it argues that scholars with non‐traditional academic trajectories must still be able to be competitive in employment rounds. Second, it outlines three particular pedagogies of radical practice: focussing on subjectivities; using local languages; and developing peer learning. Finally, it argues that active scholarly citizens bring intellectual agility that allows for creative, imaginative, and just development thinking and practice.     

Thinking ‘differently’ about a feminist critical geography of development

This paper makes a case for grounding the global in feminist, anti‐racist, and post‐colonial scholarship in order to foreground questions of race, colonialism, and history in critical geographies of development. I argue that the process of ‘doing development’ involves the imposition of power; hence, geographers' critical engagements with development need to consider the intersectionality of gender, race, and ethnicity that comprises identities of the subjects of development and of those who ‘do development’. This consideration would entail questioning the homogeneity of ‘Third World women’ as a singular category in need of development and recognising the normativity of women from the global North who, so far, have been the ‘doers’ or the key actors in global interventions.     

Development Thinking—Bridging the Gap Between Theory and Practice

Theoretically, Development Studies has been claimed to be moving out of its previous impasse. However, its policy implication has traditionally been rather weak, and on this account no large improvements are presently visible. A strong call for relevancy has emerged in the middle of the 1990s, from the same writers who claim that we are now moving beyond the impasse in development theory. Somehow this opens up a niche for development geography, if its strong background in field work can be combined in a dialogue based on theoretical issues. This paper illustrates how the teaching of development in the field can bring up new issues, to be discussed thoroughly within some kind of a dialectical dialogue. The teaching of development finds itself trapped in a controversy, that could be termed as a development crisis. However, existing contradictions in the debate can nurture the more intense probing into the nature of development. Combined with field work experience, this paves the way for a dialogue in which many of the axiomatic truths are turned upside-down. Matters—such as the conflict between modernization and traditional values, the meaning of development, and the role of various actors in the development process—are all focused in an intensive discussion.     

Arcangelo Ghisleri and the “Right to Barbarity”: Geography and Anti‐colonialism in Italy in the Age of Empire (1875–1914)

This paper addresses the work of early critics of colonialism and Eurocentrism within Italian geography in the Age of Empire. At that time, a minority but rather influential group of Italian scholars, influenced by the international debates promoted by the anarchist geographers Reclus, Kropotkin and Me?nikov, fumed publicly at Italy's colonial ambitions in Africa. Their positions assumed, at least in the case of Arcangelo Ghisleri, the character of a radical critique of both political and cultural European hegemony. These approaches were linked to a similar critique of “internal colonialism”, both Austrian in the Italian‐speaking regions of Trento and Trieste, and Piedmontese in southern Italy. Based on primary sources, and drawing on the international literature on imperial geography and colonial and postcolonial sciences, this paper conjures up the Italian example to discuss how some European geographers of the Age of Empire were also early critics of racism, colonialism and chauvinism, and how these historical experiences can serve current debates on critical, radical and anarchist geographies.     

Muhammad Abd al‐Rahman (Phillip) Barker: Bridging Cultural Divides through Fantasy/Science‐Fiction Role‐Playing Games and Fictional Religion

“Muslims” and “Dungeons & Dragons” are rarely discussed in the same sentence. However, one of the earliest fantasy role‐playing games, which left a lasting impact on the industry, was the brainchild of Muhammad Abd al‐Rahman (Phillip) Barker (1929‐2012), a professor of South Asian Studies, an expert in Native American languages, and an American convert to Islam. Like Tolkien, Barker created an enormous fantasy world; however, unlike Tolkien, his world was redolent with Native American and South Asian cultural and religious influences. Through this world, he shared with his fans a nuanced understanding of non‐Western societies, cultures, and beliefs – the facets of the human experience that truly constitute multiculturalism. While fictional religion in role‐playing games has been feared and condemned, fictional religion (and occultism) plays a pivotal role in Barker's work; an exploration of his approach towards fictional religion also sheds more light on the question of why fantasy role‐playing games came across as competitors towards religion. Barker's fantasy world brought people of diverse backgrounds together in a beautiful demonstration of how fantasy and science fiction can bring about intercultural and interreligious tolerance in an otherwise intolerant world. Given the centrality of games such as Dungeons & Dragons to American popular culture, an exploration of Barker's legacy can also be seen in the light of the study of the history and contributions of Muslims in America.