Historic figurines from Florida and Mexico

Historical Archaeology -     

“In Front of the World”: Translating Beatriz Nascimento

This collection translates some of the work of the influential Black Brazilian thinker and activist Beatriz Nascimento (1942–1995) for the first time into English, in collaboration with her only daughter, Bethânia Gomes. Historian, poet, theorist and organiser, Beatriz Nascimento was a key figure in Brazil’s Black Movement until her untimely death in 1995. She dangerously wrote at the height of Brazil’s Military Dictatorship (1964–1985), and theorised extensively on the Black condition in Brazil; the unique experience of Black women; and quilombos—Brazilian maroon societies that she imagined as spaces of both historical and contemporary fugitivity. Following Alex Ratts, this introduction outlines her contribution to radical geography, in particular Black geographies, territoriality and embodiment. It also positions Nascimento within the trans‐Atlantic Black radical tradition. We present two of Nascimento’s essays in translation here. The first, “The Concept of Quilombo and Black Cultural Resistance”, introduces a crucial strand of her scholarly work, on the history and socio‐political significance of quilombos (maroon communities). The second, “For a (New) Existential and Physical Territory”, shows Nascimento in a different mood: philosophical, reflective and iconoclastic. In addition, two of her poems—“Dream” and “Sun and Blue”—are also translated here for the first time.     

Walking with preschool‐aged children to explore their local wellbeing affordances

An increasingly well‐developed body of research uses neighbourhood walks to better understand primary school children's experiences of local environments, yet virtually nothing is known about preschool‐aged children's connections to their neighbourhoods. A reason for this omission is the commonly held view that preschool children lack competency to reflect on lived environments beyond playgrounds, kindergartens, and other confined settings that dominate early childhood. However, preliterate children walk around, use, and create intimate relationships with local environments as shown by 10 children aged 3–5 years from Dunedin in New Zealand during go‐along interviews. We asked each to walk us around their locale, explaining and pointing out favourite and less beloved places and activities. In this article, we advance two arguments: first that preschoolers are knowledgeable meaning makers of place; second that walking with them is a key step to understanding their life worlds and provides a way for preliterate and preverbal children to demonstrate knowledge and understanding of their spatial worlds, including as research participants. We challenge the idea that children of this age lack large‐scale spatial competency and understanding. Walking with them generated an in‐depth appreciation of their experiences of environments and revealed deep connections they had with their locales at varied scales. The work enables us to offer novel insights into spatial competency, sociospatial complexities, and the multiple dimensions of young children's wellbeing affordances in urban environments. Such insights are highly relevant for geographers, planners, and others who shape children's urban environments.