Food on the Borderlands: Josie Underwood’s Civil War Diary and the Kentucky Home Front, 1860–1862

The diary of Johanna Louisa ‘Josie’ Underwood (1840–1923), the daughter of Kentucky lawyer, politician and plantation owner Warner Underwood, portrays what happened to many elite households in Kentucky during the American Civil War (1861–1865), especially with its depiction of food as a scarce, and thus increasingly valuable, resource. Spanning the first two years of the conflict, Josie’s diary is essentially a war narrative written by a well-educated, articulate, outspoken, Unionist woman from a slave-owning family who was barely out of her teens when the fighting began. As she reveals through her entries, her state and in particular her hometown of Bowling Green, was a ‘hotbed of political and military action’, and at the centre of this ‘hotbed’ of activity was food. Often historians think about wartime hunger as a function of the later years of the war, but as Josie’s diary elucidates, food scarcity was an immediate and constant issue. Consequently, food became an important commodity in the borderlands during the war, especially in occupied cities like Bowling Green, where it was a vital, yet elusive, military and civilian resource which, when accessed and controlled, functioned as social currency and a political symbol of power, especially for women.     

MY COVID-19 DIARY

Written in weekly instalments, Michelle Munyikwa's Covid-19 diary reflects upon the experience of an unfolding pandemic from her dual role as a medical trainee and anthropologist living in the United States. Her observations centre on everyday encounters with scenes or objects that reflect the growing crisis, from the absence of masks outside patient rooms to emergent forms of care through telemedicine. The diary follows the author as she experiences grief, ambivalence and disorientation in the first weeks of the pandemic.     

MY COVID-19 DIARY,PART 2

Written in weekly instalments, Michelle Munyikwa's Covid-19 diary reflects upon the experience of an unfolding pandemic from her dual role as a medical trainee and anthropologist living in the United States. In this second instalment of her diary Covid-19 dairy, the author reflects upon ethics, risk, pandemic futures and the murder of George Floyd as the crisis continues in the United States.     

跨国教育流动中的刻板印象与身份建构——以在美中国留学生为例

伴随在美中国留学生群体的不断扩大，中国留学生在美国社会中的体验和经历备受关注。本文主要通过深度访谈，了解在美中国留学生与美国本土社会及国内社会的互动，及互动对其塑造社会认同的影响。研究发现，来自美国社会的刻板印象一方面阻碍了该群体的深度融入，另一方面造成了中国留学生群体的“自我规训”，使该群体对于美国社会产生一定的疏离感。此外，在教育流动的过程中，留学生增强了其国家认同，中国人身份和留学生身份处于共生共荣的关系。然而，来自“群体内”的刻板印象增加了留学生群体社会认同建构的不确定性。因此，在美中国留学生群体的身份建构是一个动态的过程，并在“人-人”和“人-地”的互动不断发展和变化。     

跨域视角下的美国铁路华工研究述评

论文分别梳理了美国和中国关于铁路华工研究的学术史,并进行了比较与思考。认为美国横贯大陆铁路的通车,保障美国实现了真正的国家统一,开拓了美国的太平洋贸易时代。华工是铁路西段的建设主力,铸造了历史的丰碑。目前,对铁路华工的研究成果主要是"美国视角"下的学术实践:美国学界的研究起步早;研究资料主要来自美国;学术话题主要是美国学界在引领;中国的铁路华工研究仍处于边缘地位。这种状况既具有时代特点,也具有学术的时代局限。需要从地理和学术两个层面去突破"美国视角",深化铁路华工研究。     

闽南侨乡寻根旅游之探讨

闽南地区是全国最大的侨乡之一,具有发展寻根旅游的得天独厚的地理优势。本文对闽南地区的文化地理内涵进行了深入探讨,指出"寻根"文化应是闽南侨乡发展旅游文化的重心所在。并对击活闽南的寻根旅游的措施提出看法,认为发展闽南的寻根旅游应充分考虑它的"根"文化内涵和时代特征,抓住闽南旅游的独特风采,在旅游资源规划中,充分展现其最富有生命力的人文地理特色,满足游客寻根的文化心理需求。     

The Swinging Gate: Katherine Mansfield's Missionary Vision

At the age of thirteen, Mansfield wrote “I want to be a Maori missionary” in her Book of Common Prayer. “The Swinging Gate: Katherine Mansfield's Missionary Vision” by Richard Cappuccio argues that Mansfield's initial diary entry is a lens through which one can read her interests in, rebellion against, and modifications of her Anglican background. The article discusses close readings of her poems “The Sea Child,” “The Butterfly,” and “To L.H. B.” as well as two of her stories — “Prelude,” and “How Pearl Button Was Kidnapped.” In addition it draws on journals and letters to focus on a relationship between Maori systems of belief, her affinities with Frank Harris's “A Holy Man (After Tolstoi),” and her final observations about G. I. Gurdjieff.     

Constructing a suburban identity: youth, femininity and modernity in late-Victorian Merseyside

Suburban growth was one of the main characteristics of late-nineteenth-century British towns, and a suburban lifestyle rapidly became the aspiration of a high proportion of urban dwellers. This paper explores the experience of one young woman growing up in a late-Victorian suburb, and assesses the ways in which she negotiated the structures of this emerging ‘modern’ environment, so as to construct her own identity and behaviour. Evidence is drawn from one very detailed diary covering the period 1884–1892, and attention is focused on three aspects of everyday life: public and social space; domestic routine; and friendships and relationships. The conventional view of middle-class suburban domesticity is challenged by evidence from this diary, which suggests that it was the public and social life of the suburb that was of particular importance to young women. While older married women's experiences were centred upon maintaining a respectable home, the provincial suburban environment offered to young single women considerable opportunities for independent mobility and action, which were restricted by relatively few familial constraints. The diarist did not fundamentally challenge the culture of middle-class suburbia, but instead was able to manipulate many social expectations to her own advantage. As a site of on-going development and malleable norms, late-nineteenth-century suburbia offered its young elite residents opportunities for a certain degree of social, cultural and spatial autonomy that was understood to be essential to the life of the nascent community.     

The Nation in Utero: Translating the Science of Fetal Education in Republican China

As Chinese nationalists grappled with the political and military weakness of the young Republic of China, some sought to strengthen the Chinese race by advocating a return to the ancient practice of fetal education. Fetal education held that every sight, sound, and flavor that a pregnant mother took in through her senses, as well as her emotions and demeanor, directly affected her fetus. This paper examines how the text Taijiao, Song Jiazhao’s 1914 Chinese translation of Shimoda Jirō’s Japanese work Taikyō, presents a modern reformulation of fetal education that draws upon both modern Western science and East Asian medicine. As the text uses modern biology and psychology to explain and demonstrate the efficacy of fetal education, it also narrows the scope of fetal education to focus almost exclusively on the mother’s psychological state. Similarly, as the text turns to instruct women on the practice of fetal education, it draws upon Edo and Qing gynecological principles to emphasise the importance of the pregnant mother’s emotional self-control. Ultimately this text represents a neo-traditionalist response to modernity as it presents a Neo-Confucian vision of fetal education focused on a pregnant mother’s moral self-cultivation and emotional self control.     

女性心理——西尔维亚·普拉斯及其诗歌(英文)

作为美国历史上最著名的女诗人之一,西尔维亚·普拉斯以其独特的创作视角和她对女性生命中的各种情感体验大胆而细腻的书写被世人所铭记。本论文以普拉斯及其诗歌为研究对象,探索、揭示二战后女性心理。在研究方法上,本论文立足于文本分析,同时结合诗人的体验及经历,深入挖掘普拉斯的诗歌主题及其对女性世界的影响。     

Telling small stories: spaces of knowledge and the practice of geography

This article examines how the practice of learning geography, and the arenas in which knowledge-making takes place, can be usefully positioned within changing histories of the discipline. It contends that networks of action – understood through the intersection of social sites, subjects and sources – present a conceptual framework and narrative focus for the re-consideration of specific episodes from geography's past. The interventions made here are informed and illustrated by a 'small story' about the doing of geography. Based on different personal accounts, the story revives a series of events, encounters, dialogues and images dating back to the winter of 1951 at Glenmore Lodge, Scotland. This educational institution in the Cairngorm mountains offered children from urban areas the opportunity to learn field studies and the skills of 'outdoor citizenship'. Initially, the focus falls on Margaret Jack, a 14-year-old field-course participant. Her learning experiences are traced through personal letters, a diary and a field journal dating from that time, and her recent recollections of this event. Margaret's account dovetails with the story of her field studies instructor, Robin Murray. Robin's role is traced through his learning experiences as a geography undergraduate at Aberdeen University, and the recent recollections of Catriona Murray, his wife.     

Beautiful Geography: The Pictorial Maps of Ruth Taylor White

This paper explores the career of Ruth Taylor White, an American cartographic illustrator who published a significant number of pictorial maps from the 1920s into the 1940s. Taylor White’s ‘cartographs’ (as she called them) were characterized by her signature bobble-headed cartoon characters who romped through colourful, attractive landscapes. These visually rich and highly narrative maps simultaneously strove for accuracy and engaged in profound stereotyping with regard to culture, race, gender and class. They reveal not only the aesthetic and conceptual preferences of their maker but also the cultural biases of their middle-class, white American audience.     

越南华裔在美国的生存与适应

根据散落于相关研究文献和数据中有关越南华裔的资料,对1975年以后华裔逃离越南并定居美国的历史过程、生活适应、地位获得和族群认同等方面的大致状况作一个梳理,旨在加强越南华裔问题研究。结果表明,两次移民潮中,抵达美国的越南华裔难民约30-50万人,寻找亲人、取得族裔社区的支持和族裔聚居区的形成成为应对政府分散安置政策的方案;文化适应与经济成就落后于越南裔,但近20多年来取得了一些值得称道的成就;其族群认同建构于以共同的原居住地、居住国为背景和多元文化的基础之上。结论是,越南华裔还没有完全融入其他美国华裔之中,而是形成了一个既认同于美国华裔、又与越南裔有一定联系的相对独立的华人“次族群”。     

Looking Out to Look In: The Use of the Periphery in China's Geopolitical Narratives

Using a previous paper published in Eurasian Geography and Economics (Agnew, 2012) as a point of departure, an American geographer and specialist on China explores the role of the periphery (frontier, borderlands) in forging perceptions of China's place in the world. By presenting counter-narratives to the myth of a singular Chinese culture/ethnicity spreading inexorably from a Yellow River hearth region over five millennia, the author demonstrates how the Chinese have "looked out" (i.e., used a complex and seemingly alien frontier space) in order to "look in" (mark a "Chinese" identity as culturally homogeneous even when it was not). The paper examines how this process worked through time to repeatedly reinvent an unambiguous and knowable China from histories of intermixing, ambiguity, and spatial complexity. It contrasts a Mao-era perspective of a periphery marking the leading edge of an expanding and homogeneous Chinese culture with post-Mao and post-socialist narratives, which view the periphery more as a "contact zone" between China and its neighbors, where Han ethnicity and Chinese civilization alike are viewed as having absorbed external influences.     

A Foot in Each Sphere: Christine Frederick and Early Twentieth-Century Advertising

The American advertiser has taught the American housewife to think constructively of her job.¹
Christine Frederick, 1929
As we enter the twenty-first century, Martha Stewart's web page proclaims her multi-million-dollar company, Martha Stewart Living Omnimedia, to be a "leading creator of original'how to'content and related products for homemakers and other consumers."² Over the last 20 years, Stewart's enterprise, which targets primarily women consumers, has grown from a television show to an empire that includes books, magazines, radio broadcasts, a newspaper column, and Martha Stewart product lines sold in retail stores, through catalogs, and over the Internet.     

20世纪六七十年代美国华裔青年“新左派”团体探析

论文论述了20世纪六七十年代美国华裔青年"新左派"团体产生的社会政治背景,华裔青年新左派团体的兴衰与转型。论文认为,华裔青年新左派团体作为亚裔美国人运动一支不容忽视的力量,从校园斗争转向唐人街,开展"草根阶层"运动和"为人民服务"行动,力图发动普通华人向不平等、不公正的社会制度发起挑战,争取应得的平等权益。他们的努力确实取得了一定的成效,让唐人街失学的青少年、失业的劳工、贫困的租客等获得了一些教育、就业、医疗等方面的福利。但是,这些左翼团体主张以"革命斗争"推翻美国政府,脱离了社会实际,因而得不到大多数华人的认同,有的只维持几年就解散了,有的转向"温和",接受了美国主流政治的游戏规则。虽然受特定时代思潮的影响,有一定的"局限性",但其在美国华人民权运动史上的贡献不应被遗忘。正是他们无私无畏的斗争,并发挥教育和引领的作用,才使得普通华人民众的维权意识得以提升,给相对保守"沉默"的华人社区带来一股革新之气。     

Mary McLeod Bethune's Feminism: Black Women as Citizens of the World

This article focuses on the particular moment of the 1945 United Nations charter meeting as a catalyst for a shift in Mary McLeod Bethune's feminist thought. The meeting, where Bethune served as the only African American female delegate, signalled a change in Bethune's thinking about equality for black women, so she used the founding of the United Nations as a platform to promote black women's alliances with other women of colour. Her idea was to reframe black women as citizens of the world, thus putting them in a numerical and ideological majority rather than keeping them in a minority position. Bethune has often been viewed as a reformer of race and gender issues in the early twentieth century, but a focus on her activism has hidden the intellectual contributions that she made to a form of black feminism that emerged out of her work with other clubwomen and through the United Nations in the 1920s through the 1950s. Specifically, this article argues that Bethune's intellectual work created a framework for African American women's feminism that emphasised anti-colonialism and their global alliance with other women of colour throughout the world.     

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.