Emotional geography of education for history learning

ABSTRACT

This conceptual paper explores two empirical examples to illustrate the need for ‘emotional geographies of education’ in relation to history learning at the level of primary education. It uses discursive analysis to analyse a specific WW2 history project, from a public school in England, to highlight the necessity to bridge formal environments of learning such as educational institutions, and informal spatialities of learning like the home and the community which provide the ‘funds of knowledge’ that students bring into the classroom. The article then discusses emotionality in the classroom (as a formal space of learning) by analysing pedagogical tools, such as testimonial literature used to facilitate emotional understanding of events like the Holocaust. Drawing from the literature on safe space, this article presents the nuances that have been raised with regard to power, dialogue and emotion, in relation to the discussion of classrooms as spaces of critical engagement with history.     

From water to tears: extra-curricular activities and the search for substance in China’s universities

ABSTRACT

Why do university students participate in extra-curricular activities in China? What do they seek in a meaningful education? This paper explains the rising interest in extra-curricular activities by looking into students’ frustration about classroom-bounded education in China’s universities. A transforming socio-economic landscape and increasing imagination about global modernity have inspired new neoliberal demands for practical knowledge and personal meaning. And yet, China’s universities have failed to keep up with students’ changing visions of education, success, and productive personhood. This paper explores students’ agentive pursuit of sociability and emotional sensitivity through extra-curricular activities as a lens to examine the fluidity of meaning-making in contemporary China. In the process, I discuss why self-reported aspirations in skill cultivation cannot encompass the range of motivations that have driven students to extra-curricular participation, and explain how the ethnographic method can help to address gaps of knowledge in inquiries about youthful aspirations.     

Education for what? Shaping the field of climate change education with children and young people as co-researchers

ABSTRACT

Children and young people are often positioned as the next generation of leaders in whom the public imagines or expects to overcome the legacies of climate and environmental inaction. Increasingly analyses of progress in environmental education independently identify the need for researchers and teachers to ‘listen to children’s voices’. In this paper we argue that climate change education presents a significant platform not only for youth voices, but also for a genuine activation of children’s political agency in schools, universities, and the public domain. In so doing, we draw upon the government funded project Climate Change?+?Me, which has involved working with 135 children and young people from across Northern NSW, Australia as co-researchers investigating young people’s voices in climate change. We conclude that climate change education can open up an entirely new field of educational experience and inquiry when it is inclusive of and led by young people.     

Critical spatial learning: participatory mapping,spatial histories,and youth civic engagement

As digital technologies become ubiquitous in many places, scholars of civic engagement, youth and political life, and geographic education have explored the potential of teaching critical and spatial thinking through digital technologies. This paper examines interactive digital mapping as a technology environment for teaching and practicing critical spatial thinking, in relation to civic engagement. From this participatory and dialogic mapping project with teenage girls in Seattle, Washington, we develop a conceptualization of critical spatial thinking that emphasizes how social and spatial processes intertwine to generate societal inequalities and show how this learning informs students’ social and spatial civic responses. We show how interactive digital mapping pedagogies offer students an opportunity to develop awareness of what happens in their urban geographies, but also how and what they might do to intervene.     

The educational work of a National Museum: creating knowledgeable young citizens in Ottawa,Canada

ABSTRACT

This article explores the geographies of education at the National Museum of Canada in the first half of the twentieth century. Through an analysis of the spatialization of children’s museum education, we highlight how the museum sought to inculcate in young Canadians knowledges about their country, its people, and natural resources. We situate children’s museum education within the broader context of Canadian nationalism, other museum activities, and public education in the capital. Focusing on the design and material organization of the museum, we highlight how the space of the museum, from the objects on display to the imposing grandeur of the building, sought to impress upon students the importance of the knowledge it conveyed. Finally, we illustrate how the museum’s programming aimed to provide children with knowledge of their national heritage, building citizenship through claims of development as destiny.     

Parental migration and the educational enrolment of left-behind children: evidence from rural Ponorogo,Indonesia

ABSTRACT

This paper examines the effects of parental migration on children’s educational enrolment following the recent reforms in Indonesian educational policy. We find that, in general, parental migration has a positive impact on school enrolment, although this varies by the child’s age and the gender of the migrant parent. Parental migration has an adverse impact on the school enrolment of younger children who are eligible for free education, but a positive impact on older children who are no longer able to access state educational support. The gender of the migrant parent matters, as paternal migration appears to have a more positive impact on children’s educational enrolment than maternal migration. Maternal migration is associated with a reduction of younger children’s likelihood of a being in school, while paternal migration makes no difference to their school enrolment. For older children, maternal migration has a lower positive impact compared to paternal migration. Our qualitative interviews also show mixed findings: some children appreciate their migrant mothers’ migration efforts and are motivated to persevere in continuing education, while others are weighed down by their migrant mothers’ sacrifice and develop a sense of obligation to reduce their financial burdens by leaving education early to enter paid employment.     

‘But this is not geography…! of ontological circumcisions and writing feminist geographies from India

Abstract

Feminist geography still remains at the margins of human geography in India. The space occupied by the subfield, the nature of research and the skepticism routinely encountered by feminist geographers ‘doing gender’ in India all point to this marginal status. Drawing upon detailed status reports, personal communications and everyday encounters with patriarchy in the academy, this essay uses an autobiographical lens to address the pervasiveness of misogyny and the politics of gendered parochial and caste-based gatekeeping to make sense of the peculiar but marked ‘ontological circumcision’ of feminist geographies in India. ‘Coming out’ as a feminist geographer and writing gender from such locations is political and should be read as a resistance to these caste-ridden, male dominated and inherently misogynistic contexts.     

Making digital heritage about people’s life stories

Abstract

Actively creating new digital heritage content about people’s life histories is part of the democratisation of heritage engagement with the public. The approach of documenting unofficial histories is supported by a growing literature. Unofficial stories contribute new perspectives on the heritage identity of a region. The case study of the ‘Local People’ exhibition, curated by the author in 2013 in the North West of Ireland, is used to discuss the methodology of a digital curatorial process, www.localpeopleireland.com. This article argues that gathering and presenting unofficial histories of individuals' life experiences, can disrupt official narratives of The Troubles and challenge a regional identity based on conflict and division. The making of digital history is analysed as a curatorial process, rather than the ease of use of technology. The methods used included: filmed interviews, new portrait photography and the digitisation of family photograph albums. A virtual exhibition was produced and new digital historical sources were created that transform intangible heritage by crystallising people’s voices and images into ‘tangible’ digital objects. ‘Local People’ utilised Facebook https://www.facebook.com/localpeopleproject/?fref=ts and Vimeo https://vimeo.com/album/2518991. It is argued that the digital space provides a ‘virtual contact zone’ in which diverse, unofficial and personal narratives can be presented together.     

Effective or not? Success or failure? Assessing heritage and archaeological education programmes – the case of Çatalhöyük

Recent decades have witnessed an increasing involvement of archaeology projects in planning and carrying out heritage education programmes to increase heritage awareness among the public. This paper aims to explore ways in which models of education programmes in public archaeology could be more effective in ensuring the protection of heritage sites by examining the one of the worlds longest-running education programme, run by the Çatalhöyük Research Project in Turkey. It is important to pay attention to multi-vocal elements such as social, political and educational backgrounds of the communities to develop more effective education programmes, and most importantly it is crucial to assess the effectiveness and success of those programmes. However, most of archaeological education programmes have failed to carry out this important component. In order to be effective and successful, the success of the education programmes and the ways in which they are implemented and their results must be known and critically examined. Specifically, this paper will discuss the necessity of measuring the effectiveness of education programmes, suggest the most suitable methodology for assessment through examining the Çatalhöyük education programmes.     

Spaces of Intemperance & the British Raj 1860–1920

ABSTRACT

The history of the British Empire in India is one awash with alcohol. Drinking was a common practice throughout colonial society, acting as social necessity and source of a public anxiety. However, rather than only acknowledging what and why individuals in colonial India drank, it is of equal importance to consider where they did so. Despite its ubiquity, alcohol consumption in India was responsive to the dynamics of space and place, and both the habits of drinkers and the social, military or governmental response to their actions altered greatly depending on locations individuals were able to access, and in which they consumed alcohol. This article draws focus on the spatiality of colonial drinking through an examination of key environs that characterise the British experience of India, and in which colonial Britons drank regularly. Examining published sources alongside archival material, the article argues that drinking in colonial India is rendered simultaneously private and public, personal and socially performative, as a result of the hybrid spaces in which individuals access alcohol. The culture of drinking in colonial context, and the manner through which the drinker is constantly under scrutiny makes the act of drinking as much to do with social performance as it is to do with personal taste, with space in each instance a governing influence on choice of beverage, intent, behaviour, and the perceived identity of the drinker themselves.     

Facetiming common worlds: exchanging digital place stories and crafting pedagogical contact zones

ABSTRACT

Children, educators, and researchers at a child care center in Victoria, Canada and Melbourne, Australia have been collaborating on an early childhood education pedagogical inquiry project that grapples with children’s relations with place and technologies. Resisting narratives of environmental stewardship and instrumental digital education that dominate in the settler colonial contexts of contemporary Canadian and Australian early childhood education, this article shares stories, practices, questions, and tensions generated within the inquiry. After outlining how we think with Facetime on iPhone within a common worlds pedagogies framework, we detail two practices generated in the inquiry: (1) exchanging digital place stories and (2) crafting pedagogical contact zones with place and technologies. These practices, we argue, make visible how our collaboration reconfigures children’s relationships with place and technologies in consequential ways, and risks generating uneasy, unfamiliar, and tentative pedagogies that respond to messy entanglements within digital, more-than-human common worlds.     

A systematic review of climate change education: giving children and young people a ‘voice’ and a ‘hand’ in redressing climate change

ABSTRACT

The reality of anthropogenic climate change has been established ‘beyond reasonable doubt’ by leading scientists worldwide. Applying a systematic literature review process, we analysed existing literature from 1993 to 2014 regarding climate change education for children and young people, with the aim of identifying key areas for further research. While a number of studies have indicated that young people’s understandings of climate change are generally limited, erroneous and highly influenced by mass media, other studies suggest that didactic approaches to climate change education have been largely ineffectual in affecting students’ attitudes and behaviour. The review identifies the need for participatory, interdisciplinary, creative, and affect-driven approaches to climate change education, which to date have been largely missing from the literature. In conclusion, we call for the development of new forms of climate change education that directly involve young people in responding to the scientific, social, ethical, and political complexities of climate change.     

Between human capital and human worth

This study concerns the history of Swedish public everyday discourse about knowledge and its benefits for the individual, c. 1920–1974. We examine the value(s) ascribed to knowledge – in economic and/or idealistic terms – using private correspondence institutes as our point of departure. These were immensely popular, yet have hitherto been overlooked by historians. First, we argue that commercially driven correspondence education, which was a mass phenomenon in early and mid-20^th-century Sweden, blurred the demarcation lines between general and vocational education, and more importantly between formal and so-called popular education (folkbildning). Second, we examine how knowledge and education were promoted and justified in the widely circulated advertisements for Hermods Korrespondensinstitut, the largest of the Swedish correspondence schools. By analysing and contextualizing advertisements over six decades, we find a strong dominance of individualistic economic valuations from the beginning, a successive increase in idealistic valuations over the decades, and an increasing amalgamation of idealistic and economic justifications for knowledge. We argue that the extensive scale of Hermods’ and similar institutes’ educational activities offers an important key for understanding the social context in which the overall marketization and capitalization of knowledge in the latest decades was able to take root.     

Beyond an Imperial Foreign Policy?: India at the League of Nations, 1919–1946

ABSTRACT

This article argues that India’s role as the only non-self-governing member of the League of Nations provides a largely unexamined entry point into understanding the nature of Indian nationalism and public discourse during the first half of the twentieth century. Using previously unexplored archival documentation of India’s relationship to the League of Nations throughout the duration of the League’s existence, this article exposes the varied and contradictory perspectives through which imperial officials and Indian political figures engaged with international society within the framework of the British Empire. Through the distribution of League publications and the circulation of petitions seeking redress for imperial abuses, a wide range of Indians actively sought to stage India as a clearly defined nation at the level of the international in a way that was not possible within the subcontinent itself.     

Public protest,public pedagogy and the publicness of the public university

This article links protest and pedagogy in a study of the public university in India. Using as case studies two publicly funded metropolitan universities demonstrates how protests in a neoliberal higher education context in India are instantiations of a larger debate about the nature of democracy, and about the nature of the ‘public’ across the country itself.     

Truth and Decolonization: Filling the Educator Achievement Gap Darn It!

Public attention on the systemic oppression of Indigenous people in Canadian Residential Schools raised by the Truth and Reconciliation Commission (TRC) marks a possible turning point for Canada to enter a respectful relationship with First Nations. Calls for widespread education initiatives that promote Indigenous perspectives indicate a path to reconciliation. However, access to this path is obstructed by two barriers: 1) recurring colonial approaches to enacting Indigenous education policies; and 2) teachers’ bewilderment upon facing such a steep learning curve. In an attempt to overcome these barriers, I designed a workshop to assist educators and I approached teachers to engage on a grassroots level. The workshop developed from a combination of critical policy analysis and autoethnography to provide an accessible overview of Canada’s legacy of colonialism. Delivery of the workshop revealed participants’ readiness to learn about colonization in Canada, while exposing the need for capacity building within the Ontario public education system for Indigenous leadership to direct TRC initiatives.     

Renewing the purpose of geography education: Eco-anxiety,powerful knowledge,and pathways for transformation

Concerns about the decline in uptake of secondary geography education continue despite arguments supporting the value of geography education, the power of geographical thinking, and geography’s critical role in preparing students to deal with complex challenges. Already constrained by neoliberal politics of disadvantage, young people must plan and prepare for chaotic futures. Consequently, young people are becoming distressed and worried about their futures and feeling powerless as society fails to adequately address these issues. In this article, we ask what schools and universities can do as place-based public institutions to serve young people to effectively respond to eco-anxiety and build capacities to surf the unrelenting waves of change. We draw on journeys that brought three young doctoral candidates to study geography. From their stories, we sketch what a geographical education could offer in terms of relevance, practicality, and engagement with transformative system change. We think that under current world conditions, this is a moment to revive geography education and give it renewed purpose to encourage young people to develop skills and competences to tackle wicked problems.     

New Historiography for the cultivation of the character of the “new citizen”: Liang Qichao’s ideas of history education and their practice

ABSTRACT

An advocate for modern Chinese historiography, Liang Qichao’s “new historiography” was ideologically quite closely tied to traditional Confucian historiography: his idea of “historiography” was both a form of scholarship for the provision of knowledge, as well as a type of learning for the cultivation of moral character. The fundamental objective of “new historiography” was to use the history of national development and evolution to educate the people, helping them to become nationally conscious “citizens.” However, according to Liang Qichao’s conception of history, the nationalist aspect of “new historiography” ultimately rested in the cultivation of individual character, not in imparting the concept of nationhood. During the movement to “systematize national heritage,” in his practicing of historiography, Liang primarily studied and compiled Chinese academic and intellectual histories, focusing particularly on Confucian history: he interpreted Confucianism and the cream of Chinese scholarship as a kind of “philosophy of life.” Liang’s historiographical practices eventually took shape as a form of moral education to cultivate the leading talents of society when the country was going through a transformation, while in the process signaling his profound repudiation of the empirical emphasis in historical research of the times.     

Student protests,media and the university in India

Over the past several years there have been widespread student protests across universities in India. These protests have received considerable mainstream media coverage. This article focuses on media reportage of student protests in Jawaharlal Nehru University, New Delhi, looking specifically at charges of sedition brought against a few students. The article considers the ways in which the media created narratives of the ‘anti-national’ student (and teacher) that helped to consolidate a particular sense of Indian identity. These narratives are linked to the corporatisation of Indian higher education, whereby the spaces for public debate are reduced and the idea of the university as a public good is threatened.     

‘Now they’re coming after our schools’: interrogating urban intimacies of children and displacement

ABSTRACT

Education scholars grappling with policy issues related to community and identity issues may pay attention to the work of emotion. Rationalist, psychological frameworks that bound many educational researchers’ policy analyses are limited in scope: the policy process is seen as a linear cause-and-effect process. A feminist geographic attention to this research offers a more complex understanding of the experiences of policy. Using children’s displacement by gentrification as an example, this commentary will show how a feminist geographic understanding of place attachment offers a more complete understanding of the effects of gentrification. Specifically, using the concept of the ‘intimate city’, I show how the global process of gentrification is entangled with the intimate embodiment of emotions. And in order to effectively study education policy, we must be attuned to how children embody their emotions.