Teaching with Digital Archaeological Data: A Research Archive in the University Classroom

Digital tools and techniques have revolutionized archaeological research and allow analyses unimagined by previous generations of scholars. However, digital archaeological data appear to be an underappreciated resource for teaching. Here, the authors draw on their experiences as university instructors using digital data contained in the Digital Archaeological Archive of Comparative Slavery (http://www.daacs.org) to teach in a variety of higher education settings, from method-intensive thematic courses for graduate students to general education science courses for undergraduates. The authors provide concrete examples of how they use digital archaeological data to accomplish a range of pedagogical goals. These include teaching basic artifact identification and simple statistical methods as well as developing skills in critical thinking, inference from data, and problem solving and communication. The paper concludes with a discussion of how archaeologists can use digital data to address ethical and curricular issues, such as preservation, professional training, and public accountability that are crucial to the discipline and relevant to the academy at large.     

Research, Pedagogy, and Instrumental Geography

Taking an historical approach to the "corporatization of the university," this paper argues that the classroom as a site of political praxis has been neglected in mainstream geography and is a crucial place where such "corporatization" can be challenged. Geographers have expended much energy working out new methods of research and analysis, but have not adequately addressed the link between knowledge production and pedagogy. This paper attempts to bring questions of radical pedagogic practices into mainstream discussions in geography by showing how knowledge came to be viewed primarily in instrumentalist terms during the nineteenth century, and by showing how recent challenges to positivism can open the door to more sophisticated discussions of the topic. The paper argues that by so doing, we will be better equipped to defend our classrooms and more able to promote teaching that matters to radicalgeographers—social justice, critical citizenship, and participatory democracy.     

Humanising the Technology Landscape through a Collaborative Pedagogy

A major shift in educational paradigms from a competitive model to a more collaborative model is now under way in higher education. Using collaborative theories espoused by Freire, Bruffee and other scholars working outside the discipline of geography, this paper presents an argument for integrating their collaborative approach into distance education courses at the postgraduate level. The Step Up to Geography Through Distance Learning project is used to provide one innovative model that integrates not only the collaborative method of instruction, but also the use of a multi-layered system of instructional technologies including use of desktop videoconferencing and the Internet.     

Staff selection: the interview and beyond

Abstract

The Teaching Assistant (TA) system operating in the United States has both advantages and disadvantages to graduate students employed as TAs and undergraduates taught by these TAs. The system develops teaching and communication skills and broadens TA capability, understanding and marketability. Discussion and lab sections taught by TAs provide an arena where undergraduates are exposed to everything from simple ideas to difficult ideas that need hands‐on help. However, few quality control procedures are employed to determine prospective TAs. Moreover, TA training is of limited extent and use. TAs either sink or swim; none the less the vast majority do survive and do an excellent job. A number of measures that any university, college or department might employ if they intend to begin employing TAs are recommended: all TAs should attend TA orientation sessions that discuss university‐wide TA issues; departments should also create sessions that specially train TAs in how to teach their respective courses; and departments should develop TA evaluation schemes that quickly identify TA problems.     

Examining Gender and Community Through Critical Pedagogy

A growing body of literature in critical geography challenges authoritative approaches to the production (and consumption) of knowledge in higher education. Feminist perspectives have contributed to this literature by emphasising the multiple and often conflicting voices of subjects, including those within the classroom. This paper draws from critical and feminist pedagogy in geography to examine student engagement with gender issues in the community. The case study for this analysis is a project in which students volunteer at community organisations and construct their own knowledges of social and political issues.     

Rethinking the NPT's role in security: 2010 and beyond

As the states parties to the nuclear Non‐Proliferation Treaty (NPT) plan for the May 2010 review conference, they are faced with recurring political challenges that call into question the long‐term sustainability of the presently constituted non‐proliferation regime, notwithstanding the important role the NPT and its related institutions have played in slowing the pace of proliferation for four decades. Even if the review conference is deemed a success, its outcome is unlikely to address the regime's core structural weaknesses and normative contradictions. Frustration with the continuing status and benefits accorded to nuclear‐armed states outside as well as within the NPT, will continue to diminish confidence in the effectiveness of traditional non‐proliferation and deterrence practices. The progressive reframing of security in terms of creating a world without nuclear weapons may be little more than rhetoric for some leaders, but it has widespread public support. A growing number of governments are now expressing interest in new approaches and steps, including consideration of a nuclear weapons convention as a practical objective to work towards. The article discusses the challenges and options for the non‐proliferation regime and concludes that efforts to halt future proliferation will increasingly focus on reshaping the norms and rules to pave the way for negotiating a new nuclear security compact, based on a verified process to prohibit and eliminate the possession as well as the use of nuclear weapons.     

British nuclear weapons and NATO in the Cold War and beyond

NATO has been a source of influence on British nuclear policy and strategy since the 1950s. The nature and extent of its influence has, however, been kept limited by successive British governments. This article considers how and why this has happened. It discusses evolving British attitudes towards NATO command and planning, and shows how these were reflected with regard to strategic nuclear issues from the late 1950s. The evolution of the key notion that the United Kingdom is a second centre of nuclear decision within NATO is traced, and both its utility and contradictions are examined. Overall it is argued that, both during and since the Cold War, NATO has neither been a central factor in shaping British nuclear strategy and policy, nor have British nuclear weapons been other than of limited importance and relevance for most NATO members.     

Private security companies in Iraq and beyond

The numerical and functional prominence of armed and unarmed contractors on deployed operations has attracted analysis from a range of perspectives, as this collection of works illustrates. In addition to studies which seek to explain the growth in private security contractors' activities in terms of governmental needs, the books examined here consider the possible regulation of this sector and implications for the fundamentals of both national and international political systems. There are also works that throw light on the supply side, looking at the driving personalities behind the growth of Blackwater and the backgrounds of individual contractors. The review also includes an analytical framework for classifying different areas of contractor activities. The books include a range of research approaches and it is clear that the evolving political and managerial reasoning behind the outsourcing of security functions in general means that debate in this area will continue.     

Organising cyber security in Australia and beyond

The Internet is an interconnected network and cyber security requires collective action. How that action is organised has important implications for national security, including the defence against cyber attacks and malicious activities. This article explains the origins and institutionalisation of cyber security in Australia—particularly ‘civilian cyber security’. The authors trace the origin of Australia’s first computer emergency response team and explain how this organisational form spread from the USA. Through it, Australia helped enable international cooperation. Domestically, however, the authors argue that the Australian government has struggled with the delegation, orchestration and abdication of responsibility for civilian cyber security, underinvesting in civilian organisations while overrelying on military and intelligence agencies. The history of this organisational field provides valuable insight into how to improve national policy and operations for cyber security.     

Writing the world: disciplinary history and beyond

In order to grasp some of the key intellectual developments and trends that shaped the global politics of twentieth century and continue to shape our own world—neo-classical economics, modernization theory, deterrence theory, the democratic peace, among others—it is necessary to explore the history of the human sciences. It is important, in other words, to examine the role of the modern research university in producing and diffusing ideas about the self, society, the economy and world order. International Relations (IR), and political science more generally, played a significant role in this story. In recent years we have seen a growth of interest in the history of IR, though it is still an underdeveloped area of research. Among other things, scholars have shown that many of the foundational myths of the discipline—the views that inform textbook understandings of the past and present—are deeply flawed. This article first surveys this recent work, highlighting its strengths and weaknesses, and then proceeds to offer some thoughts on future directions for research. It identifies a range of questions and topics that have yet to be adequately addressed, and draws on the latest methodological work in intellectual history, highlighting some new interpretative approaches that can enrich scholarship in this area.     

Borders and belongings in Nordic feminisms and beyond

Abstract

Drawing on ethnographic fieldwork with feminist grassroots groups and women’s organizations in a Nordic context, this article aims to explore how feminist enactments shape multiple layers of spatiality and belonging. I analyse autoethnographic reflections from two feminist events, both taking place in Malmö in June 2014. Rather than understanding Nordic feminisms as a stable object, I follow in this article the initiative of decolonial scholars to analyze how feminist communities are shaped by affects, enactments and inhabitations which both ‘speak back’ to located conditions and transgress beyond them. I use phenomenology in my engagement with the material and employ a palimpsestic reading mode to trace the multi-layered constructions of spatiality and belonging in feminist performances, identifications and affiliations. As affective value shaped the effects of surfaces or borders of bodies and spaces, theorizations on affect helped me to grasp how complex forms of belonging became entwined with particular performances of geography and history.