Empowering marginal lifescapes: the heritage of crofters in between the past and the present

There is a rich, but unacknowledged, heritage of rural subalterns, crofters, in Scandinavia. A Swedish-Norwegian interdisciplinary research-network investigated the most prominent category – the remains of crofts. Due to industrialisation, urbanisation and the modern welfare state, the institution of crofting was abolished, and many crofters left for opportunities elsewhere. The welfare state transformed a landscape of living and working people into a one filled with relicts mostly from the nineteenth century. Although numerous and important to local citizens, these sites fall outside the authorised heritage discourse (AHD) in terms of both research and heritage management. This paper takes an environmental justice perspective to challenge the AHD. Three themes are in focus: (1) bringing out the history of a subaltern and marginalised group of people; (2) promoting crofts as heritage of importance to local citizens and demanding complex management due to the various historical narratives and risks; (3) considering the crofting landscapes in relation to the (economisation) framing of heritage in development processes, especially in relation to fair development in present rural communities.     

An Overview of Maritime Archaeological Research of the Colonial Period in the French Antilles

This article provides a summary of the various maritime archaeology projects undertaken in the French Antilles (Guadeloupe and Martinique) since the 1980s that date to the 17th–19th century Colonial period. These projects are presented in the context of the principal maritime archaeological research questions. The results are analysed thematically touching on different aspects of archaeological research in littoral and underwater zones: coastal plantations, ports, and micro‐islets. Research carried out on wreck‐sites is presented with respect to their maritime use (commercial, naval, and cabotage). The nature and distribution of such sites provides information both on maritime routes and traffic, trade, conflicts, and environmental risks specific to the Antilles in the Colonial period.     

France,Patrie, Nation: figures de lutte et discours national (XVIème–XIXème siècles)

This article explores the conceptual changes and semantic shifts of ‘patrie’ and of nation from the Renaissance up to the French Revolution and the First Empire. It emphasises the causes and consequences of both concepts' occurrence and tries to discover their fundamental differences synchronically and diachronically. A brief comparison with other European countries allows us to understand that both concepts are not typically French and highlights the very fact that they are interactive, discontinuous, and at the same time evolutionary, since they are successively inserted in a specific historical context. Above all, ‘patrie’ and nation turn out to be used more often during national and international political conflicts, even though they did not have the same connotation and register. It is therefore interesting to consider precisely what characterises both concepts, and to reflect upon the origins of the modern meaning of nation.     

First record of Viperidae snakes from the Pleistocene of southwestern Brazilian Amazonia

We describe an incomplete trunk vertebra of a snake attributable to the Viperidae, collected from a conglomerate facies in upper Pleistocene sediments at the Mississippi locality, Upper Juruá River, southwestern Brazilian Amazonia. It represents the first fossil snake record from the Pleistocene of this region. This specimen extends the fossil distribution of the Viperidae, representing the northernmost record of a snake in the Brazilian Pleistocene.     

Incorporating “virtual” and “real world” field trips into introductory geography modules

The “field trip” is a key pedagogical tool within geographical education to encourage deep learning, though they are increasingly difficult to implement due to reduced budgets, safety concerns and increasing class sizes. We incorporated three field-learning activities into a large introductory module. A traditional staff-led trip was the most effective activity in terms of enjoyment, knowledge, and deep thinking and awareness. Self-paced field activities and video podcasts had less pedagogical value, though can still support lectures and the staff-led field trip. An integrated approach will best maximize deep learning opportunities.