Making space for queer youth: adolescent and adult interactions in Toledo,Ohio

Queer youths and queer youth-related issues are under-researched in geography. I contribute to the existing literature by investigating how adultist practices can both constrain and empower queer youth within the context of schools. Issues involving adolescence and sexuality are complex, and these nuances become more pronounced with regard to nonnormative sexual identities and expressions. Using interviews with adult queer youth advocates in Toledo, Ohio, I look at the ways in which adults construct uncertain, anxious and contradictory ‘safe spaces’ that can work to constrain/restrict queer youth but also to empower and/or facilitate queer youths' negotiation and navigation of other, predominantly heterosexist social spaces.     

Geography and the Australian Curriculum: Unfulfilled Knowledges in Secondary School Education

The introduction of geography as a separate discipline within the Australian Curriculum offers hope for revitalisation of the subject in Australian school education after decades of decline. Since the 1990s, the subject has been largely submerged within an integrated curriculum framework that has had significant consequences for the presence and character of secondary school geography. Its inclusion in the learning area of SOSE (Studies of Society and Environment) within schools has diluted the degree, breadth and depth of geographical education. However, in spite of the hope provided by its re‐institution, the process of national curriculum construction has had disconcerting consequences for the type of geography being offered to Australian students at the secondary level. Building on critical overviews of the history of secondary geography as an Australian school subject since the 1980s, recent philosophical discourse on approaches to geographical knowledge in a school context, and the author's personal experience as a geographical educator and researcher, this paper argues that the nature of knowledge embodied by the new geography study design in Years 7–10 is flawed in both its scope and its direction. While reflecting many of the characteristics of a social realist approach to geographical knowledge, the Australian Curriculum minimises the elements of critical analysis that provide geography with its unique educational identity and value.     

Evictions for development: Creative destruction,redistribution and the politics of unequal entitlements in inner-city Addis Ababa (Ethiopia), 2010–2018

Ethnographies on evictions and critical urban studies have showed how, globally, corporate and government seizure of urban space has been fundamental to the production of circuits of values under capitalism. This paper adds another layer to the scholarly understanding of evictions. Drawing on long-term ethnographic research on the economies of Addis Ababa's inner city and the politics of city building in Ethiopia's capital carried out between 2010 and 2018, I explore how evictions not only helped make room for private investments and urban regeneration. Evictions helped make the logics of investments and capital accumulation the framework within which the reach and the scope of policies of redistribution have been defined. By exploring how redistribution is made compatible with dispossession, this paper explores how evictions reshaped the terms of poor people's adverse incorporation in Addis Ababa's development through a political and moral economy of unequal entitlement.     

Substituting for Families? Schools and Social Reproduction in AIDS‐affected Lesotho

Abstract: Families, the state and employers all have a broad if differentiated interest in securing the daily and generational reproduction of society. Whereas in Western countries, the past two decades have witnessed a progressive displacement of responsibility for social reproduction from the state to families, in southern Africa, day‐to‐day social reproduction has always remained overwhelmingly the preserve of families. Today, however, the AIDS pandemic is radically transforming family life for many children, and prompting concerns (arguably a moral panic) about the potential breakdown of social reproduction. Even in Africa, schools have long supplemented families in delivering generational reproduction, albeit geared around the transfer of “factual” knowledge and with a narrow focus on preparing new generations of workers. In light of the AIDS pandemic, a number of commentators have suggested ways in which schools could further substitute for the diminishing capacities of families. Based on interviews with decision‐makers and analysis of policy documents, I explore a number of interventions being enacted in Lesotho's schools. I argue that such initiatives remain small in scale and often justified in relation to retaining children in school. In practice both government and employers remain more interested in the generational reproduction of workers than in daily reproduction. If the welfare needs of AIDS‐affected children are to be met through schooling, there is a need for the education sector's role to be understood in relation to an ethics of care, rather than the functionalist production of a future workforce.     

Excavating Racial Capitalism in London's West India Docks

Focusing on the construction of London's West India Docks in 1802, I argue that this project established a feedback loop with conditions of production in the Caribbean. Through an analysis of committee minutes, letters, parliamentary papers and visual art, I move beyond economic accounts of slavery's impact to demonstrate how geographies of security and surveillance—first developed on the sugar plantation—were imported into the design and function of London's port. As such, I argue that London's docks produced a geography of segregation which offers a unique insight into the workings of racial capitalism and its exploitation of group-differentiated vulnerabilities. Positioning my discussion alongside London's contemporary landscape, I excavate Britain's repressed memories of slavery to illustrate how they still scar the urban environment.     

Rethinking Land Struggle in the Postindustrial City

The racial and cultural politics of land and property are central to urban struggle, but have received relatively little attention in geography. This paper analyzes land struggles in Detroit where over 100,000 parcels of land are classified as “vacant”. Since 2010, planners and government officials have been developing controversial plans to ruralize Detroit's “vacant” neighborhoods as part of a program of fiscal austerity, reigniting old questions of racialized dispossession, sovereignty, and struggles for liberation. This paper analyzes these contentious politics by examining disputes over a white businessman's proposal to build the world's largest urban forest in the center of a Black majority city. I focus on how residents, urban farmers, and community activists resisted the project by making counterclaims to vacant land as an urban commons. They argued that the land is inhabited not empty and that it belonged to those who labored upon and suffered for it. Combining community‐based ethnography with insights from critical property theory, critical race studies, and postcolonial theory, I argue that land struggles in Detroit are more than distributional conflicts over resources. They are inextricable from debates over notions of race, property, and citizenship that undergird modern liberal democracies and ongoing struggles for decolonization.     

Children's daily travel to school in Johannesburg-Soweto,South Africa: geography and school choice in the Birth to Twenty cohort study

This paper has two aims: to explore approaches to the measurement of children's daily travel to school in a context of limited geospatial data availability and to provide data regarding school choice and distance travelled to school in Soweto-Johannesburg, South Africa. The paper makes use of data from the Birth to Twenty cohort study (n?=?1428) to explore three different approaches to estimating school choice and travel to school. First, straight-line distance between home and school is calculated. Second, census geography is used to determine whether a child's home and school fall in the same area. Third, distance data are used to determine whether a child attends the nearest school. Each of these approaches highlights a different aspect of mobility, and all provide valuable data. Overall, primary-school-aged children in Soweto-Johannesburg are shown to be travelling substantial distances to school on a daily basis. Over a third travel more than 3 km one way to school, 60% attend schools outside of the suburb in which they live, and only 18% attend their nearest school. These data provide evidence for high levels of school choice in Johannesburg-Soweto, and that families and children are making substantial investments in pursuit of high-quality educational opportunities. Additionally, these data suggest that two patterns of school choice are evident: one pattern involving travel of substantial distances and requiring a higher level of financial investment and a second pattern involving choice between more local schools, requiring less travel and a more limited financial investment.     

GUEST ESSAY: THINKING LIKE A GEOGRAPHER

Compared to the geographic wasteland south of your border, geography appears to have fared well in Canada, both as a formal discipline extending our understanding by illuminating the human and physical worlds, and as a subject taught at all levels to create informed and aware citizens. I known you think much remains to be done, and perhaps things always look a bit greener on the other side of the hill, but I hope you will not mind my somewhat envious gaze. In fact, when I received the five volumes of the 'curriculum guideline' for geography, issued by the Ontario Ministry of Education for the intermediate and senior divisions of your high schools (ome 1988), my feelings were not so much envy as panic, a panic that rapidly induced something close to intellectual paralysis. Because in a moment I can only describe now as utterly weak and foolish, I started to read them, only to learn that your senior students 'analyze, interpret … explain … design and develop networks, systems and simulations that involve six or more variables' (ome 1988, A12).
In retrospect, I still think my panic was justified. After 30 years of hard post-doctoral work I have reached the point where I can think about the interactions of maybe three variables, but hardly the combinatorial possibilities of six. Such ineptness would mean that I might just squeeze into your tenth grade and from there slowly work my way over the next two years towards those Olympian heights of analytical thought where dwell Ontario's high school graduates.     

Critical geopolitics and school textbooks: The case of environment-conflict links in Germany

This study explores the conceptual and empirical utility of studying school textbooks from a critical geopolitics perspective. School textbooks bind together various discourses, modalities and genres and can reflect the dominant knowledge in a given society. They therefore have a high potential to reveal the citational practices resonating between the domains of formal, practical and popular geopolitics. Studying school textbooks can also enrich the literature on children's and young people's (political) geographies by analyzing how the political worldviews and agency of young people are shaped by teaching materials. Empirically, the study draws on a mix of quantitative and qualitative methods to study how environment-conflict links are textually and visually portrayed in German geography and civics textbooks. The results suggest that German school textbooks significantly reflect the depictions of environment-conflict links in political, media and (popular) science discourses and thus reveal crucial citational practices. Drawing on the environmental security literature, it is further argued that these textbooks convey problematic geographical imaginations: they overemphasize the risk of environmental conflicts, reflect ideas of spill-over effects threatening the global north, and portray people from the global south as irresponsible and threatening.     

Professional Politicians as the Subjects of Moral Panic

The media, the public and politicians themselves often express a fear that Australian political life is increasingly dominated by ‘professional politicians’, who are seen as careerist, lacking in commitment and disconnected from the reality of ordinary lives. The article analyses the meanings given to the term ‘professional politicians’ and their relationship to other definitions and characteristics of professionalism. It also uses the concept of moral panic to analyse the concerns expressed about ‘professional politicians’. This concept, first formulated in 1972 in Cohen's study of alleged youth violence in a small town in the United Kingdom, is most often associated with studies of social deviance. This article demonstrates how, in a later period, it can be extended to apply to politicians, a group traditionally more often identified as a perpetrator of moral panics than the subject of them.     

The Personal is Political: Developing new subjectivities through participatory action research

Participatory action research (PAR) is gaining critical attention from scholars across the social sciences, and in the field of geography more specifically, as it promises a viable alternative for researchers concerned with social justice. If most of the benefits of PAR are identified in terms of its potential as a vehicle for social change and action, PAR's role in personal change is less understood. This paper considers the development of new subjectivities in a PAR process from a post-structural perspective. My objective is to reframe and connect the social justice orientation of PAR to a feminist post-structural project which emphasizes the fluidity and multiplicity of subject positions as the basis for personal (and social) transformation. Analysis draws upon collaborative research conducted with six young women in New York City and their project Makes Me Mad: Stereotypes of young urban womyn of color. Discussion addresses the role of critical reflection, dialogue, emotion, and narrative in the participatory research process. Building upon critical educator/theorist Paolo Freire's contributions to PAR, I address issues of power, scale, and the politics of location in order to contribute to understandings of spatial praxis.     

Networks, narratives and territory in anthropological race classification: towards a more comprehensive historical geography of Europe's culture

This article aims to integrate discourse analysis of politically instrumental imagined identity geographies with the relational and territorial geography of the communities of praxis and interpretation that produce them. My case study is the international community of nationalist scientists who classified Europe's biological races in the 1820s-1940s. I draw on network analysis, relational geography, historical sociology and the historical turn to problematize empirically how spatial patterns of this community's shifting disciplinary and political coalitions, communication networks and power relations emerged, were structured, persisted, changed, interacted and disappeared. I focus especially on core-periphery relations. I argue that if local historical spatial patterns affect those of later phenomena, geographies like that of European integration should be understood in the context of Europe's complex historical cultural geography. Unlike discourse deconstruction alone, this complementary relational de-essentialization of geography can identify large-scale, enduring associations of cultural patterns as well as cultural flux and ambiguity.     

Racializing Cities,Naturalizing Space: The Seductive Appeal of Iconicities of Dispossession

In pursuit of a critical geography of globality, my essay examines how racial hegemonies are sustained and perpetuated by the ways in which urban spaces inhabited by peoples on the margins of the world economy are imagined, represented, and brought to public visibility. Central to my inquiry is how iconic representations of “slum life” are produced for a white consumer public. Propelled by fantasies of racial essence, primal bodies, and exotic naturalism, the iconicities of “shantytowns” and the “black ghetto” are circulated as popular commodity forms throughout Europe's metropolitan centers. In analyzing this process, I identify “africanism” (spaces of contested black civility, premodern savagery, urban jungle) and “tropicalism” (naturalized landscapes of color and houses, childlike creativity, and happy workers) as representational codes for how “slums” as sites of urban dispossession are racially mapped and consumed.     

Make good choices,kid: biopolitics of children's bodies and school lunch reform in Jamie Oliver's Food Revolution

In recent debates surrounding childhood nutrition and US school lunch reforms, the child's body serves as a contested battleground in a destructive politics of blame over obesity and diabetes. Scalar discourses of the body play a significant role in constructing food-related problems and their solutions. We illustrate our claims through a critical analysis of Jamie Oliver's Food Revolution; a celebrated national television program centered on chef Oliver's attempts to address childhood nutrition through school lunch reform. Informed by Foucault's biopolitics, our analysis highlights how moralizing scalar discourses of the body frames nutrition as an individual problem of personal choice. Food politics, when played out at the scale of young bodies, masks class divisions, marginalities, and governmental policies that structure access to nutritious food in the US school lunch system. Increased attention to biopower, scalar politics, and the political economy of childhood nutrition in the space of US public schooling challenges naturalized ideologies of food choice that regulate and delimit change to the scale of the body.     

Learning from Schools: School Choice,Political Learning,and Policy Feedback

This article investigates the policy feedback and political learning effects of school vouchers. Of particular interest is how market‐based policies affect the likelihood that program participants will connect their experiences with the policy to the government. I examine parent survey data from an evaluation of the Milwaukee school voucher program. I find that voucher parents are more likely than public school parents to perceive that the government has influenced their child's schooling and to believe that their experiences with their child's school have taught them about how government works. Further, voucher parents report that their experiences with the policy have made them more politically active. While majorities of voucher and public school parents support increased public school expenditures, there is some evidence that school vouchers may decrease support for public schools.     

No-go- area,no-go- school: community discourses,local school market and children's identity work

This article focuses on how 11-year-old children in a segregated Swedish suburb at the time of choosing school for Year 6 in the 9-year compulsory school used current community discourses in their identity work, while constructing an ‘us’ in relation to ‘them’. The segregation in the suburb was strengthened by the process of a school market, with competition among the schools. Even if the formal choice was made by the parents the study shows that the choosing process was also an important part of the children's identity work. The results show differentiations among the children with a majority of children involved in re-constructing both a neighbourhood and the neighbourhood's school as no-go-areas while other children rather choose that school.     

Identity,contingency and the urban geography of 'race'

Traditional research in urban geography concerned with issues of 'race' has focused on a series of substantively important issues, yet with conceptual foundation inadequate to the task. Specifically, this body of work has employed outdated and theoretically limited conceptions of identity without sufficient consideration to the importance of historical and geographic contingency. I argue in this essay that topics of traditional concern to urban geography gain new relevance and importance when they are reconsidered and reworked from a social constructivist perspective that takes seriously the importance of identity and contingency. I illustrate my argument with discussions of two aspects of my current research agenda. First, I discuss how research on urban residential segregation gains considerably from a more sensitive encounter with multifaceted notions of identity that explicitly address geographic contingency. Second, I review recent empirical research on US mortgage-lending markets that demonstrates the geographic and class contingency of discrimination. The paper ends with a call for research that employs multiple methodologies.     

Between anatamo- and bio-politics: Geographies of sexual health in wartime Seattle

We offer an analysis of public health governmentality and its constitutive elements during a moral panic around venereal disease in World-War II Seattle, Washington. Tracing how norms of sexuality, gender, race, age and class were instilled through urban public health practices, we highlight the importance of the local state’s spatial ontologies and imaginations in connecting in particular the elements of anatamo-politics and bio-politics. By doing this, we extend current work on governmentality in geography by suggesting that geographical imaginations and ontological framings by the local state – particularly urban public health authorities – are themselves important elements in the control of populations and identity.     

Embodiment, Power and the Politics of Mobility: The Case of Female Tramps and Hobos

Mobility and travel have recently attracted the interest of many people, both inside and outside geography. This interest has often focused on issues of gender. Mobile women, in particular, have been seen to be indicative of wider social and cultural themes of power, exclusion, resistance and emancipation. In this paper, I consider the gendered dimensions of a moral panic in the United States between 1869 and 1940, known as the 'tramp scare'. I argue that the construction of the panic around threats to women's bodies and the actual experience of female tramps illuminates a clearly gendered and embodied politics of mobility.