The 9th century BCE destruction layer at Tell es-Safi/Gath,Israel: integrating macro- and microarchaeology

Destruction events in multi-period sites are valuable marker horizons that represent time-synchronous events across the site and sometimes between sites. Destruction layers often preserve rich finds that provide insights into site use. Here we use both macro- and microarchaeological methods to study a destruction event from the late 9th century at Tell es-Safi/Gath in Israel. A major conflagration at this specific location resulted in the consolidation of parts of the roof construction materials, thus enabling us to differentiate between roof, walls and floor materials. We could reconstruct the events which lead to the formation of an approximately 80 cm thick layer. The base of this layer that overlies the floor surface is a thin charred organic material-rich ash layer. As the clays in this layer were not altered by heat and the ceramics still have preserved residues, we conclude that the ash was produced elsewhere and was redistributed to this location. Ceramics that are associated with burnt roof sediments do not have preserved residues. We also estimate the time that each of the accumulation events might have taken, and conclude that this accumulation occurred over decades. The architecture and artifacts found within and beneath the destruction do not allow us to unequivocally identify the function of this area prior to destruction. We do however identify an unusual bin and associated stone pavement, and a corner rich in artifacts, phytoliths and charred organic material. We also show that a wall was built of fired mud bricks; a most unusual occurrence for this time period in the Levant. This study demonstrates well the usefulness of an integrated macro- and microarchaeological approach to understanding the archaeological record, as well as the benefits of using an on-site laboratory.     

Political tourism in the Israeli‐Palestinian space (Respond to this article at http://www.therai.org.uk/at/debate)

With the violent clashes that took place in May 2010 during the attempt by the Free Gaza movement flotilla to break the blockade of the Gaza Strip, the remarkable strength of pro‐Palestinian networks became globally apparent. Drawing on an ethnography of political activism in the Israeli‐Palestinian space, we suggest that the striking visibility of these networks does not exclusively derive from the prominence of the Israeli‐Palestinian conflicts, but is also a consequence of the activists’ ability to produce innovative forms of sociality. However, some of the approaches taken can exist in problematic relation to the experiences of people who live with the conflict. In this context, the issue is not so much the precise relationships between indigenous ‘truths’ in Palestine and their foreign representations, but the way in which encounters redefine the conflicts that activist networks seek to represent.     

Overcoming the Resource Curse: Reform and the Rentier State in Chile and Argentina, 1973–2000

This article examines the possibility of overcoming the resource curse through case studies of the appropriation and use of mining rents derived from public–private joint ventures in Argentina and Chile in the period 1973–2000. In particular, it examines how two similar cases of sectoral liberalization resulted in divergent outcomes: the deployment of rent‐appropriation strategies around multinational corporations in Argentina and an innovative and productivist approach based on joint ventures with foreign capital in Chile. The article argues that while the liberalization of the sector created similar opportunities for appropriating rents in both countries, the existence of strong civil society pressures in Chile constrained rent‐appropriation and waste by the state, in comparison to the absence of such pressures in Argentina.     

Flipping and still learning: experiences of a flipped classroom approach for a third-year undergraduate human geography course

The flipped classroom approach, a form of blended learning, is currently popular in education praxis. Initial reports on the flipped classroom include that it offers opportunities to increase student engagement and build meaningful learning and teaching experiences. In this article, we analyse teacher and student experiences of a trial flipped classroom application in a third year undergraduate human geography course that challenges conventional thinking and practice in resource management, including an explicit focus on the marginalization of Indigenous knowledges in that context. The flipped classroom trial included empirical research with teachers and students to gauge the strengths and weaknesses of this mode of learning. Interviews, focus groups, surveys, reflections and participant-observation activities were conducted before, during and after the course. The research shows that this particular implementation of the flipped classroom approach generated multiple experiences for teachers and students, some constructive, others less so. Overall, space, time and flexibility matters not only to the kinds of pedagogical tools we employed to tailor learning to students’ differing needs, but also to the kinds of learning spaces – online and offline, individually and in groups – in which learning happens.