Racism and Nationalism

Abstract. The article seeks to define the relationship between nationalism and racism in modem times. First, it defines racism as one of the principal nineteenth-century ideologies, sharply focused and centred upon the human body itself as its most potent symbol. Then it discusses nationalism as a much more loosely constructed faith which made alliances with most nineteenth-century ideologies such as liberalism, conservatism and socialism. When nationalism allied itself with racism it made racism operative -for example, within the integral nationalist movements from the end of the nineteenth century onwards. The article discusses how this alliance came about, and its consequences. It concludes that racism was never an indispensable element of nationalism. Moreover, it was not merely a form of discrimination, but a determinate way of looking at men and women which presented a total picture of the world. If nationalism made racism a reality, racism came to dominate nationalism once an alliance between the two movements had been consummated.     

Nationalism and Historicity

Abstract. In this article the nation is shown to be a historical subject. As such, it is constructed and constantly reconstructed by discursive practices of power and knowledge. The author argues that the symbiotic interlinkage between nationalism and the organising knowledge principle of historicity, is an example of a power practice in the modern state. Throughout the article, it is shown that this practice is produced by interaction between the institutionally represented, sovereign or objective state and intellectual knowledge and its institutionalisation within the state as an academy, which acquires sovereignty in the production of objective truth. This peculiar discursive representation of making what really is personal interactions and struggles into official institutions has managed to produce the subject of the historical nation. The empirical case of Sweden is briefly discussed. During the age of great power, an exclusivist discourse of noble genealogical distinction of the ‘Goths’ was established. In modem Sweden, this genealogical myth is transformed to a popular national myth of exclusivity, a myth with great power potentials in the ‘national projects’ of modem politics.     

Developing Geographers through Photography: Enlarging Concepts

This paper explores how photographs can be used to teach urban social geography to second- and third-year university students. In it the author describes her work acquainting students with the skill of ‘directed observation’. She argues that teaching geography through photography is not merely asking students to take pictures but rather, the process of looking with intention. Capturing what is seen on film encourages students to engage with geography by seeing how ideas ground themselves on the landscape. This work also challenges how geographers think about what they require of students and calls into question normative classroom practices. Most importantly, it adds to our understanding of concepts that are central to geographic analyses and heightens our awareness of how well students understand. Photographs provide an opportunity to hear multiple voices in multiple ways. The author suggests that the methodological and pedagogical contributions of photographs have been overlooked in geography.     

Educational Innovation and the Market for Geographers in Hungary

This paper examines the status of geography in higher education in Hungary. Stress is placed on reforms begun in the 1990s to launch new curricula for training professional geographers. The authors played an important role in developing this new curriculum by introducing new subjects into geography programmes, working out the scope and sequence of courses, obtaining accreditation and carrying out market research for graduates. The project was motivated by a decline in demand for geography and geography teachers in secondary schools accompanied by an increase in demand for geographers trained to work in public administration, government and business. The graduates of the new professional geographer curriculum receive a practice-oriented education designed to cultivate their spatial problem solving and applied geographical skills. In this paper the authors present the steps in the curriculum reform and suggest that it may serve as a model for reform in a number of nearby countries planning to join the EU.