The Epistemological Challenge of Higher Education Student Volunteering: “Reproductive” or “Deconstructive” Volunteering?

Abstract: This paper addresses student volunteering as an important socio‐cultural trend which is generally taken for granted and un‐interrogated. We explore tensions inherent in the practice and articulation of higher education student volunteering, via biographical narratives of contrasting student volunteers and employ Rose's (1993, Feminism and Geography: The Limits of Geographical Knowledge, University of Minnesota Press) theory of “paradoxical space” to unpick and understand these narratives, as this has proven a generative approach to re‐conceptualising students’ engagement with universities and communities. Building on this theoretical approach, we propose a new conceptual framework to analyse students’ learning and understanding of social justice through volunteering. This framework contrasts reproductive altruism, or volunteering which reproduces social inequalities, with a deconstructive form that provides students with resources to recognise and challenge power relations and inequality in society.     

‘It’s good but it’s not enough’: the relational geographies of social policy and youth mentoring interventions

Developing a critical analysis of the relational and situated practices of social policy, this paper draws on an evaluation of an early intervention project in Scotland (UK) where volunteer adult mentors supported young people ‘at risk’ of offending or antisocial behaviour. Contributing to ‘enlivened’ accounts of social practice, we explore how practices of mentoring developed through the co-presence of mentor and young person in the often transitory spaces of care which characterized the ‘diversionary activities’ approach in the project. We expand the notion of the relational in social practice beyond the care-recipient dyad to include wider networks of care (families, programme workers, social institutions). The paper explores how such social interventions might both be ‘good’ for the young people involved, and yet recognize critiques that more individualized models of intervention inevitably have limitations which make them ‘not enough’ to deal with structural inequalities and disadvantages. Acknowledging the impacts of neoliberalism, we argue critical attention to diverse situated relational practices points to the excessive nature of engagement in social policy and provides scope for transformative practice where young people’s geographies can be ‘upscaled’ to connect to the realms of social policy and practice.     

Utopian Promise or Burdensome Responsibility? A Critical Analysis of the UK Government's Building Schools for the Future Policy

Abstract: This paper critically analyses a nationwide school‐building programme in England: Building Schools for the Future (BSF). It is argued that, between 2003 and 2010, the UK Government's policy guidance for BSF represented a (re)turn to utopian discourse in governmental policy‐making, mobilised in order to justify a massive programme of new school building in the UK. In doing so, BSF connected with the promise of three further discourses: school(‐children), community and architectural practice. It anticipated that new school buildings would instil transformative change—modernising English schooling, combating social exclusion and leaving an architectural “legacy”. However, it is argued that BSF constituted an allegorical utopia: whilst suggesting a “radical” vision for schooling and society, its ultimate effect was to preserve a conventional (neo‐liberal) model of schooling. The paper highlights the critical role that notions of utopia might have in negotiating—and challenging—promise‐laden mega‐building policies like BSF. In doing so, it develops recent geographical research on utopia, education and architecture.     

‘The meat market’: production and regulation of masculinities on the Grindr grid in Newcastle-upon-Tyne,UK

This article explores the regulatory practices that shape the production of embodied masculinities in profile pictures in the online dating app, Grindr. Mobile dating applications are becoming increasingly enmeshed in everyday socio-sexual lives, providing ‘new’ spaces for construction, embodiment and performance of gender and sexuality. I draw on 31 semi-structured interviews and four participant research diaries with men who use Grindr in Newcastle-upon-Tyne, a post-industrial city in North East England. Exploring the ways men display, expose and place their bodies in online profile pictures, revealed the production of two forms of masculinity – hypersexualised masculinity and lifestyle masculinity. I argue that the regulatory practices that shape men’s bodies in everyday spaces work to produce these masculinities. I take a visual approach that pays attention to the spatial practices that produce pictures, but that also pays attention to other senses, particularly touch. Paying attention to the visuality of the Grindr grid enables an understanding of the instability of online/offline dichotomies, as it is the interactions of online and offline spaces that enable the production of digital masculinities.     

社会资本理论对开拓农村市场的启示

社会资本是建立在人们之间的关系网络基础上的情感、信任与规范等,它能够通过推动人们之间的行动来提高共同体的工作效率。本文运用社会资本理论,分析企业应该怎样利用社会资本来开拓农村市场。农村市场有不同于城市市场的特点不能把城市中的营销手段简单地移植到农村市场。企业开拓农村市场要做到:与农村社团建立好关系;企业文化要与农村文化融合起来;与农村的联系要制度化。     

后五四时代部分北大师生的非政治倾向

五四运动后,在部分北大师生中曾出现一种非政治倾向,主张回归书斋、潜心学问。究其缘由,或许有四点成因:(一)借思想文化以解决问题的思维惯性;(二)教育救国与学术救国思潮的潜移默化;(三)为学术而学术风气的逐渐养成;(四)学生运动的流弊日益显现。这些因素最终造成一些知识界人士对政治产生了疏离乃至排斥的情绪。而从学术独立与社会分工的角度来看,这种非政治倾向当属另一种抉择,它诚然一时缓不济急,却也从一个侧翼执着地延续了新文化运动的思想启蒙事业,并使之逐渐趋于成熟、深化,故不宜简单片面予以否定。     

The Contribution of Volunteering, Trust, and Networks to Educational Performance

Social capital can have a beneficial effect on public policy outcomes by helping to solve collective action problems and by providing individuals and communities with efficient social networks. In education, it also assists students' self-confidence, which can foster motivation and academic success. To investigate the social capital-outcome link, this article analyzes a panel survey of 15–16 and 16–17 year olds in 27 English schools, testing whether social capital, both at the individual and at the school levels, tends to increase grades and examination performance. The analysis concludes that individual-level trust and voluntary action improve pupil performance, but that the parental networks of some young people, particularly those from low socioeconomic status families, have negative rather than positive consequences. The findings add to a debate about the differential impact of social capital and the relative importance of its bridging and its bonding elements.     

Atlantic networks,antagonisms and the formation of subaltern political identities

This paper engages with historians Peter Linebaugh and Marcus Rediker's account of the connections and circulations which they argue constituted a multi-ethnic Atlantic working class in the seventeenth and eighteenth centuries (Linebaugh and Rediker , ). Their stories of the mobile, networked insurgencies that traversed the early modern Atlantic challenge accounts of the geographies of resistance and labour which treat ethnicities as given and sealed, view subaltern movements as trapped in place and privilege the boundaries between spatial scales. This paper sketches some preliminary aspects of an agenda for thinking spatially the political identities constituted through Atlantic resistances. The paper foregrounds the multiple antagonisms constituted through Atlantic subaltern resistances to explore three aspects of the formation of subaltern political identities in the early-modern Atlantic. Firstly, how the spatial relations of Atlantic networks were brought into contestation through subaltern struggles. Secondly, the plural and mobile character of antagonisms between and within subaltern groups. Finally, the paper explores how subaltern agency and identities were formed in relation to the materialities of Atlantic networks. These arguments are developed through discussion of subaltern resistances in and between Ireland, Newfoundland, the West Coast of Africa, the Virgin Isles and London in the eighteenth century.