‘Danger building site—keep out!?’: a critical agenda for geographical engagement with contemporary construction industries

In this paper, I seek to develop a more direct, sustained and critical engagement between social and cultural geography and contemporary construction industries. In setting out this agenda, I focus on the UK construction industry and a body of work outside of geography describing how the UK construction industry evidences and maintains a problematic array of working practices that are socially consequential. However, despite such potent critiques, recent geographical work on architectural practices, including that focused on the UK, has remained rather detached from the people, places, politics, and indeed problems, of contemporary construction industries. Nevertheless, recent geographical studies of architectural practice possess a significant potential to directly inform critical analysis of construction industries. It is only through such direct engagement with the contemporary lives of building practitioners that I argue geographical studies of architecture, and especially architectural practices, can recognize and realize its political and ethical contribution.     

Placing the Personal in Pedagogy: Engaged Pedagogy in ‘Feminist’ Geographical Teaching

This paper attempts to unravel the complexities of including the personal in geographical teaching. Drawing on email responses from 10 academics and her reflective teaching diary, the author differentiates the ‘personal’ as experiential and ‘personal’ as private in these accounts of teaching practices, revealing the contingent (re)constitution of ‘geographical knowledge’. In recognizing the negotiation of our positionalities, interactions with individuals and class groups, and broader academic settings (i.e. geographical discipline, university contexts and broader educational trends) the unquestioning employment of ‘the personal’ is further problematized. The paper concludes by contending that rather than dismissing the personal in teaching contexts or reverting to (or even maintaining) traditional disempowering pedagogies, a more nuanced and contextualized pedagogical politics is necessary both within, and beyond, geographies.     

‘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.     

Critical geographies and geography’s creative re/turn: poetics and practices for new disciplinary spaces

We are two feminist geographers working as practitioners and researchers in creative geographies and the discipline’s creative re/turn. Human geographers interested in new representational and non-representational methods and methodologies are, as we explore in this article, increasingly turning to artistic and creative modes of expression, including (amongst others) literary and visual arts, in which we are both involved. For some time now, we have been curious about what we experience as a lack of expressly politicized critical interrogations of the discipline’s creative re/turn and a shortage of expressly critical and politicized creative outputs. In this article, then, we explore geography’s embrace of creative practices as research methods and as means of developing outputs but, more specifically, we ask about where and how decolonizing, feminist, anti-racist, and/or queer voices, practices, and theorizations might fit within the creative re/turn. Using two different creative geographic works (one a book of poetry, the other a curation project), we trouble what we conclude may be ongoing (perhaps unconsciously) masculinist, often White and colonial, perhaps overly heteronormative, modes of geographic inquiry and practice within geography’s creative re/turn. In this context, we reflexively consider our own creative practices as ones that may offer examples to open new critical spaces and modes of representation for creative geographers.     

青年类家消费空间的生产——家的批判地理学视角与YOU+青年社区案例

家的缺失以及消费时代青年文化发展促使以“家”为营销主题的青年类家消费空间应运而生。本文基于家的批判地理学,以YOU+国际青年社区为例,从家的日常生活实践以及家的归属感与身份认同两方面探讨了青年类家消费空间进行“家”的再造过程。研究表明,青年类家消费空间通过物质空间与想象、青春化的日常生活实践以及社会网络的拓展与重构,将住房建构为充满社会与情感意义的地方,以“类家庭”的形式弥补了都市青年家庭生活和眷属关系的缺失,促进其身份认同和归属感的形成与表达。结合本土社会文化语境,本文从青年视角对家的批判地理学进行补充,亦弥补了地理学对家与青年文化空间研究的不足。     

The body as research tool: embodied practice and children's geographies

Recently, attempts have been made to advance our ways of thinking and doing Children's Geographies. This paper contributes to that endeavour in two respects. Firstly it considers how the concept of heterogeneous (or hybrid) geographies may offer a new framework for the study of childhood. Secondly, and more substantively, it explores how ‘non-representational’ ideas and approaches – concerned with the non-cognitive and the profoundly practical – may be employed to inform our empirical engagements within this new theoretical framework.     

Critical voices from adolescent ‘shape shifters’ – accessing portraits in ‘Becoming Educated’

What young people have to say about schooling can be most revealing, particularly when they expose and challenge the injustices and logic of school policies and practices. This paper captures voices from secondary school students from a school in Victoria, Australia, as part of a research project called Becoming Educated. The paper explores a particular geography of youth around the notion of ‘shape shifter’ as it relates to young people's education in two ways: first, in understanding the changing roles and identities of students as observers of, and participants in, education policies and practices; and second, as a way of interpreting the intent of those who ‘shape’ new ideas and policies to create a kind of ‘temporary alteration of outside appearances for the purpose of deception’ [Merchant, B. 1995. “Current Educational Reform: ‘Shape-shifting’ or Genuine Improvements in the Quality of Teaching and Learning?” Educational Theory 45 (2, Spring): 251–268]. The latter has a particularly significant impact on the former, and this paradox is not one that goes unnoticed by young people.     

Alice through the looking glass: emotion,personal connection,and reading colonial archives along the grain

This is a paper about Alice Ravenhill, an under-scrutinized early twentieth-century colonial settler in British Columbia, Canada. It is also a paper about the relationship and deep connections that I developed with her through archival research, a relationship and set of connections that I suggest open new spaces to (re)consider present-day colonial power in British Columbia. Specifically, I propose that ‘against the grain’ archival readings of BC’s past, with an emphasis on finding evidence of resistance to colonial power, can serve to distance the present from the past, thus positioning both contemporary geographies and researchers at work in the province today as existing in a different time and place than those of Alice Ravenhill and other colonial subjects. If, by reading ‘along the archival grain’ as I attempt to do in this paper, we (particularly those of us who live and work in BC today) instead understand ourselves as deeply and emotionally connected to colonial settlers like Alice Ravenhill, and if we understand their lives and work as similar to our own, there is a chance we might avoid some of their more egregious undertakings.     

Where in the world are youth geographies going? Reflections on the journey and directions for the future

ABSTRACT

This viewpoints paper reflects upon the journey youth geographies have travelled over the last 20 years and highlights some thoughts on where directions for new research might be best placed in the coming decades. In particular, the paper draws attention to the growing numbers of youth in the Global South and especially in the African continent where youth populations are set to continue to rise. The paper identifies some of the potential challenges faced by the majority of youth in coming years in particular the need to decolonise thinking around youth geographies while also considering the importance of economic, social and political contexts in shaping debates. The paper charts some potential new directions while also suggesting that youth’s own perspectives need to receive greater prominence in theory and outcomes.     

“社会国家”思想、公众舆论和政治家俾斯麦——近代德国社会保障制度的缘起

德国不是欧洲第一个实现工业化的国家,但却是第一个颁布社会立法的国家."社会国家"的思想在德国具有深厚传统.从19世纪下半叶开始,人们对社会公正与正义投入了极大关注."讲坛社会主义"、教会改革派、各种类型的工会组织,甚至工业企业家都从不同角度对社会问题提出了解决方案."国家救助"形成了强大的社会舆论,提上了政府工作日程.作为德国社会国家的奠基人,俾斯麦解决社会问题的思路影响巨大.德国的社会立法最终以社会保险的形式确立下来.     

Making Sense of the Scottish Community Energy Sector – An Organising Typology

The community energy sector is widely understood to be a pluralistic sector, encompassing a broad range of aims, motivations, and practices. This heterogeneity is, however, still not very well understood. Dominant analytical frameworks in the study of energy geographies offer little in the way of exploring the diversity of motivations, visions, and social relations that are present within the community energy sector, nor their causes or consequences. Drawing on the notion of ‘critical pluralism’, this paper aims to highlight the diverse range of sociotechnical configurations that make up this sector in Scotland, and begins to discuss some potential causes and consequences. To do so, it presents a novel community energy typology, based on an analysis of technical and social dimensions of 367 projects in Scotland. This shows that whilst the Scottish community energy sector contains a broad range of motivations, technologies, and social practices, the sector has become dominated by groups for whom energy generation is a means to achieve local socio-economic development. The paper discusses the community-level and policy drivers that may have contributed to this. It also discusses how we can begin to understand a diverse sector’s ability to affect the wider structures in which it operates.