Is Feminist geography relevant?

Abstract

As the whole point of feminism is to empower women and girls and to improve the circumstances of their lives, most feminist geographers would claim that indeed feminist geography is — or at least aims to be — relevant; they would then hasten to point to the contradictions and ambiguities inherent in this claim: what counts as relevant and relevant to whom are complicating questions. The work of feminist geography encompasses teaching, activism and scholarship — all potentially relevant activities. In considering what counts as relevant, I discuss the difficulties of equating relevant with applied and of knowing whether or not our teaching, research and activism will turn out to be relevant. Complicating any claim to relevance is our inability to know, and lack of control over, how others will use our work. Asking ‘relevant to whom?’ points to the difficult truth that what some women view as positive change others may see as harmful to their interests; in this senserelevance is specific to particular contexts, scales and places. At the same time, relevance can enter the intricate web of global interconnections and transcend particular contexts, scales and places. Relevance itself is therefore a geographic concept. Feminist geographers struggle to hold together these sometimes contradictory geographic dimensions of relevance. I close by arguing that the growing body of feminist geography work engages with a range of social issues around the world and certainly has the potential for relevance at a variety of scales. But the relevance question will remain a complex and ambiguous one for feminist geographers.     

Research NotePork-Barrelling in Australian Politics: A Reconsideration of Leigh

This research note replicates Leigh's (2008) analysis of pork-barrelling in Australian politics and tests the validity of his findings using geographic techniques. Distributive politics is integral to nearly all theories of legislative politics because it is fundamental to the connection between legislators and constituents, and can be used to facilitate coalition-building. This note addresses an aspect of pork-barrelling that has been overlooked in most previous scholarship. It argues that distributive politics is, at its core, a geographic, constituency-centred process. It is therefore essential to reconsider the conventional models and take geography into account in both substantive and statistical terms. To that end, we replicate several of Leigh's results using a relatively new technique, Geographically Weighted Regression, and reveal substantial spatial heterogeneity in the coefficients. Our findings highlight the importance of political geography and have important implications for studies of legislative politics and elections.

本文重复了李（2008）对澳大利亚政治分肥拨款的分析,用地理学技术检测了其发现有效性。分配政治内在于几乎所有的立法政治理论,因为它是立法者与选民之间联系的基础,有利于联盟的构建。本文探讨了分肥拨款被以往学术研究所忽略的一个方面。作者认为,分配政治其核心是一个地理的、以选区为中心的过程。因此有必要重新检讨固有的模式,切实而且从统计的意义上采纳地理的视角。我们使用了一种相对新近的技术,即地理加权回归分析来重复李的几个成果,发现空间同质系数很高。我们的发现突出了政治地理的重要性,对于立法政治以及选举的研究有参考意义。     

Identity and Image of Indian Geography: The People's Perspective

Geography is among the late beginner subjects at higher education level in India. As revealed in scholarly writings, this discipline had been subjected to discrimination for colonial reasons and continues to lurch even today. There have been many academic writings on Indian geography. This paper is an attempt to look at the discipline from the people's side. Against the backdrop of a brief history of Indian geography and current debates therein, various issues are discussed as revealed by ordinary people during a questionnaire-based survey across different sections of society and also focused informal discussions.     

Border crossings: new approaches to the Irish border

This paper explores and extends recent work on the Irish border that has sought to redress the relative lack of attention to the social, economic and cultural dimensions of the border in contrast to its intense political symbolism. In particular it addresses the theme of border crossing as a way to consider the border in terms of its everyday dimensions and in terms of questions of conventional and reconfigured categories of identity shaped by borderland life. The first section of the paper outlines recent approaches to the Irish border and their relationships to the field of border studies. The second section uses new research material to explore the ways in which the border was experienced on the ground in the lives of those most directly subject to its changing nature over the course of the twentieth century. The final part of the paper addresses recent suggestions that those experiences may form the basis of new cross-border and cross-community ‘border identities’. The term ‘border crossing’ in the paper's title thus stands both for the issue of physically crossing the border whose difficulties and effects have been central to the lives of those who have lived near the border, and for recent arguments that shared experiences of the impact of the border may be the basis for new senses of identity and commonality that imaginatively cross the borders of old categories of religion, culture and political affiliation. Recent efforts to reconceptualise border identities are emerging within a context still dominated by more polarised perspectives on identity and history, but they represent one significant strand of engagement with the Irish border. They suggest possibilities for forms of border identities that co-exist with, run counter to or cross cut old categories of division and difference.     

Preparation for teaching in a research degree: a model to prepare geographers for academic careers

This paper considers the possibility of overt political disagreement between human geographers and their students. Recent literature suggests that geographers should encourage their students to become more politically engaged through innovative teaching methods that could include frank discussion of the various positions taken by lecturers and students alike. Yet this same strategy could easily run against established pedagogical arguments about how teacher neutrality gives students the space to develop their views in whatever direction they choose. This paper investigates the practical management of this tension by drawing on qualitative interviews with a sample of current practitioners that centred on the occasions when personal politics have previously featured in their undergraduate teaching. It describes why overt political discussion is often squeezed out of these encounters, the careful ways in which these academics manage their political views during the times when such discussion occurs along with the degree to which they felt they should reveal them, and how students themselves commonly seemed to perform opinion in a relatively superficial way because doing so could be much less stressful. The conclusion that follows reflects on the broader implications of these findings for current debate and future practice in the discipline where it particularly emphasizes the importance of being sensitive to the interpersonal dynamics at hand.     

The late George Alexander turner,M.D.

The paper argues the case for population geography as a strong, self‐aware sub‐discipline that plays to its strengths, while not abandoning innovation. In place of hollow calls for (re)‐theorisation, population geographers should first recognise their claims to certain kinds of praxis in contributing to an ethical and equitable society through the insights that population geography can bring. Second, the paper argues that rather than focusing on bringing social theory into population geography, there is more potential in examining how (in)adequately social theory has engaged with demographic issues. Third, the paper suggests that population geographers need to think about the new contexts in which they are engaging with large spatially‐referenced numerical data sets.     

Revitalizing Economic Geography through Teaching Excellence: Some Pedagogic Reflections

In this position paper, the authors outline some of the pressing trends in the recent development of economic geography as a sub-discipline in human geography. In particular, they note the lack of critical discussion of important pedagogical issues in teaching what might be termed ‘new economic geographies’, and particularly those associated with the ‘cultural turn’. In doing so, the most challenging politics and practices of teaching economic geography are introduced. Drawing on the various contributions to this symposium, five areas for pedagogical developments and cross-fertilization are outlined.     

“Living together separately”: Thoughts on the relationship between political science and political geography

In their provocatively titled book, Living Together Separately, Michael Romann and Alex Weingrod argue that the shared terrain of Jerusalem obscures deep divisions in the physical and social lives of its Arab and Jewish ethnic communities (Romann & Weingrod, 1991). Multiple divisions exist not only among peoples sharing a common space; they are also found among communities of scholars sharing common intellectual interests. This has certainly been the case of Political Science and Political Geography during much of the twentieth century. Members of both disciplinary communities seek insights into the role of politics and political structures in human society, yet until recently they have pursued their work within orbits that only rarely intersected. They attended different conferences and symposia, they employed different methodological tools, and they did not draw heavily on each others published work.Recent theoretical and empirical developments have begun to erode the barriers separating Political Science and Political Geography, and a discussion of the relationship between the disciplines is thus both timely and welcome. Professor Elazar is an appropriate person to place at the center of this discussion, for his work as a political scientist is unusual sensitivity to geography. Professor Elazar's comments about research orientations and career constraints provide an interesting point of departure for such a discussion, but to understand the nature and depth of the divide between the disciplines it is important to consider the core intellectual constructs and practices that have characterized Political Science and Political Geography during the twentieth century. These have fostered theoretical orientations and research approaches that are sufficiently different from one another to create significant barriers to interdisciplinary contact.     

Advanced Research Training in Human Geography: the Scottish Experience

Formal research training is integral to research degrees in human geography completed in UK higher education institutions today. The Economic and Social Research Council (ESRC) has been the driving force behind the formalization of research training. Arguably less well known among the ESRC research training recommendations is the stipulation that postgraduate research students complete advanced research training. This paper will draw upon the authors' experiences of the collaborative ESRC/Royal Scottish Geographical Society Advanced Research Training for Scottish Postgraduate Human Geographers. A detailed account of the advanced research training provision will be given, followed by staff and student reflections on the training. The paper concludes by considering what advanced research training offers to the PhD process and future developments in advanced research training.     

Creating Critical Mass of Research Excellence in the Region: The Case of Scottish Research Pooling Initiatives

This article examines the recent development of, and policy rationale for “research pooling” initiatives in Scotland. Research pooling initiatives have been started with financial support from the Scottish Funding Council in order to form inter-organizational “international critical mass” of research excellence at universities at the regional level. This article examines the development of university cooperations at the regional level as vehicles for obtaining “strategic resources”. Then the “multi-level governance” structure of research pooling is explored in light of the future development of a Scottish regional innovation system (RIS). Particular attention is drawn to challenges concerning knowledge transfer, which is critical in integrating research pooling initiatives in the development of RIS in Scotland.     

Announcing: The Janice Monk Lecture in Feminist Geography

In this brief announcement we have the pleasure of introducing the inaugural Janice Monk Lecture in Feminist Geography. The lecture will appear annually in the pages of Gender, Place and Culture. The first lecture, printed here, is by Ruth Fincher of the University of Melbourne. Her article is preceded by four papers that pay tribute to Jan Monk's academic achievements and her dedication to encouraging and guiding the careers of emerging scholars around the world.     

Co-learning: Re-linking Research and Teaching in Geography

Focusing on Digital Worlds, a first-year geography blended learning course at the University of Auckland, this paper gives voice to the students, examining how they perceived e-learning versus traditional learning mechanisms; how e-learning mechanisms have affected their learning behaviour; and why certain e-learning mechanisms offered in the course were more appealing than others. It demonstrates that students' views are determined by their individual learning styles and how they perceive the university experience. Information and communication technologies were recognized to provide complementary learning benefits, especially when other factors inhibited learning, but traditional mechanisms such as lectures were still greatly valued.     

Evaluating Qualitative Research in Social Geography: Establishing 'Rigour' in Interview Analysis

A review of 31 empirical and eighteen substantive papers by qualitative social geographers mainly using in-depth interviews reveals little explicit reference to the principle(s) adopted to enhance 'rigour' and to ensure meaningful inference. Given the modest explicit discussion of evaluative criteria in these papers, a scheme from evaluation research itself is critically reviewed. A set of evaluation questions derived from this review and their application to an empirical piece of qualitative work frame an argument for a general set of criteria rather than rigid rules for assessing qualitative work. Such criteria can serve as anchor points for qualitative evaluation.     

The Relationship Between Teaching and Research in Australian Geography

This paper considers how higher education geography is a discipline that can make a significant contribution to addressing inequality and engaging with the agenda for social change. It adopts the view that the teaching of geography can promote social transformation through the development of knowledge, skills and values in students that encourage social justice and equity. The paper explores how teaching about social transformation is closely interlinked with teaching for social transformation and considers some of the pedagogical approaches that might be used to achieve these. It considers how the lack of diversity of higher education geography teachers impacts on these issues before moving on to consider how the nature of different higher education systems supports or constrains geographers' abilities to teach for social transformation. Finally, the paper ends by asking individuals and geography departments to consider their commitment to teaching for social transformation.     

The History of Peeblesshire: A review

A brief view of some of the historical characteristics of the Scottish economy is followed by an overview of the present economy. Concentration within the Central Lowlands is emphasised, and thought likely to characterise future development.     

Commodity Cultures: The Traffic in Things

Focusing on the commodification of various forms of cultural difference, this paper reviews recent work within the 'globalization' and 'creolization' paradigms, outlining an agenda for future research. Rather than condemning commodification as an unwarranted threat to the 'authenticity' of local cultures, the paper argues for a more complex understanding of people's relationship with the world of goods. Using a variety of examples, it is argued that the 'traffic in things' is associated with a wide range of meanings and a diversity of responses. Informed by recent debates in anthropology and material culture studies, it is suggested that geographical metaphors (such as distance and displacement) provide a more productive way of engaging with contemporary commodity cultures than do visual metaphors (such as unveiling or unmasking). Other means of transcending the distinction between cultural and economic geographies are also discussed.     

Scottish Representation in the Protectorate Parliaments: The Case of the Shires

The 30 MPs elected for Scotland in the Cromwellian parliaments of 1654, 1656 and 1659 have often been seen as government‐sponsored placemen, foisted on constituencies by the military. Some were Scottish collaborators, but most were English carpetbaggers. Restrictions on voter qualifications, designed to weed out suspected royalists, and opposition to English rule among the Scots, further contributed to what has been described as the antithesis of representation, a ‘hollow sham’. This article revisits the question of Scottish representation in this period through the analysis of the surviving indentures for the shire elections of 1656. These documents – of which 17 of the 20 survive – give the date of election, the name of the presiding officer (usually the sheriff) and details of principal electors, often with signatures and seals attached. Four constituencies are used as case studies: Peeblesshire and Selkirkshire, Ayrshire and Renfrewshire, Perthshire, and Fife and Kinross. Each constituency had a distinct response to Cromwellian rule and to the parliamentary elections, but general themes emerge: the restrictions on voters were totally ignored; direct interference by the English authorities was rare; and the elections were dominated by local political and religious disputes between the Scots themselves. This analysis further suggests that there was no unified Scottish interest at this time, that local differences overrode other considerations, and that in many cases, choosing an Englishman as MP could be the least controversial option, as well as that most likely to secure influence at Westminster.     

The Franciscans and the Scottish Wars of Independence: an Irish perspective

The intention of this paper is to examine the role of the Franciscans in the Scottish Wars of Independence. Many of the studies relating to this period have been confined to either the political or ecclesiastical arena. They also choose to treat the individual countries of the British Isles in an unconnected fashion. This paper is intended to redress the balance, using the involvement of the Franciscan friars in Ireland and Scotland to study political events on either side of the Irish Sea. By examining the actions of diverse nationalities belonging to a single order I hope to establish why the Franciscans saw fit to involve themselves in either the nativist or royalist causes and to determine it was purely race that dictated their actions when their countrymen went to war.