One Landscape, Many Tenants: Uncovering Multiple Claims, Visions and Meanings on the Theban Necropolis

The archaeology of the Theban Necropolis is well documented. Under represented in the literature are the studies which deal with the meaning of the site to the multitude of contemporary users who interact with the heritage landscape and with each other in the designated archaeological zone. This article will investigate how different stakeholders engage with the heritage ‘space’ and invest it with multiple meanings. By exploring the areas of agreement, difference and contradiction, we hope to show how contemporary experiences and future visions for the management of global heritage at the Theban Necropolis can be analogous and simultaneously worlds apart.     

Heritage and separatism in Barcelona: the case of El Born Cultural Centre

This paper explores the ways in which heritage sites at the crux of neighbourhood renewal and redevelopment initiatives in Barcelona have been manipulated to advance Catalan separatist agendas. We focus specifically on El Born Cultural Centre which was officially opened in September 2013 amid heightened calls for Catalan independence from Spain. A former market site, the centre’s key attraction is its archaeology which has been re-imagined and presented to communicate the horrors of war inflicted on the citizens of Barcelona following the War of Succession in 1714. Narratives that emphasise the historical degradation of Catalan political or cultural identity and/or work to reaffirm the distinct and separate nature of Catalan nationalism resonated strongly with the political reawakening of Catalonians in the run up to the 2014 November referendum on independence. The referendum which was subsequently deemed illegal by the Spanish government, and subsequent regional elections were held in 2015. In considering the negotiation of El Born during this drive for independence, this paper suggests that an examination of heritage sites and the ways in which they engage with, or are received by multiple stakeholders, can offer insights into the complexity of separatist campaigns in ethno-nationalist societies.     

Participatory Augering: A Methodology for Challenging Perceptions of Archaeology and Landscape Change

Public engagement is a significant feature of twenty-first-century archaeological practice. While more diverse audiences are connecting with the discipline in a multitude of ways, public perceptions of archaeology are still marred by stereotypes. Community excavations of ‘sites’ to discover ‘treasures’ which tell us about the ‘past’ overshadow other forms of public research output and hinder the potential of the discipline to contribute to contemporary society more widely. This paper proposes participatory augering as an active public engagement method that challenges assumptions about the nature of archaeological practice by focusing on interpretation at a landscape-scale. Through exploration of recent participatory augering research by the REFIT Project and Environmental Archaeologist Mike Allen, this paper demonstrates how the public can contribute to active archaeological research by exploring narratives of landscape change. Evaluation of the existing case studies reflects the potential of the approach to engage audiences with new archaeological methods and narratives which have the potential to transform perceptions of the discipline and, through knowledge exchange, drive community-led contributions to contemporary landscape management.     

Augmenting the landscape scene: students as participatory evaluators of mobile geospatial technologies

This paper provides a two-phase study to compare alternative techniques for augmenting landscape scenes on geography fieldtrips. The techniques were: a pre-prepared acetate overlay; a custom-designed mobile field guide; a locative media app on a smartphone; a virtual globe on a tablet PC; a head-mounted virtual reality display, and a geo-wand style mobile app. In one field exercise the first five techniques were compared through analysis of interviews and student video diaries, combined with direct observation. This identified a particular challenge of how to direct user attention correctly to relevant information in the field of view. To explore this issue in more detail, a second field exercise deployed “Zapp”, a bespoke geo-wand-style app capable of retrieving information about distant landscape features. This was evaluated using first-person video and spatial logging of in-field interactions. This paper reflects upon the relative merits of these approaches and highlights particular challenges of using technology to mimic a human field guide in pointing out specific aspects of the landscape scene. We also explore the role of students acting as design informants and research co-participants, which can be mutually beneficial in promoting a critical appreciation of the role of technology to support learning about the landscape.     

The role of music in the development of children with Down syndrome: a systematic review

ABSTRACT

Music is commonly used in special education to achieve developmental and therapeutic aims, often in people with special needs. The present article conducts a systematic review of results from previous studies that explore the role of music in the development of children with Down syndrome (DS). It analyses a sample of 19 articles, in English and Spanish, from several databases (ERIC, Scopus, SciELO, Dialnet, Web of Science, CSIC and Pubmed). The results show that music has positive effects in the treatment and progress of the four main areas of development (social-emotional, motor, cognitive and communication) in children with DS. Nevertheless, the review reveals a lack of detail in the methodologies used and in the specific development areas, which call for further clarification in future research. These aspects are discussed in order to gain more conclusive results from future studies.     

Waiting during disasters: Negotiating the spatio-temporalities of resilience and recovery

Always spatial, waiting time is the observation of past-present-future, and temporality is the condition of being bounded by time. Both are mechanisms of state governance that control how and when families recover from rapid-onset humanitarian disasters. Analysing these spatio-temporalities reveals how families leverage resources to engage in acts of resilience that challenge the state’s spatio-temporal control of recovery. A case study focuses on the aftermath of Hurricane Maria, which devastated Puerto Rico in 2017. We draw on qualitative longitudinal research to explore politicised spatio-temporal experiences of waiting for the state to fix public infrastructures; approve financial support; and provide access to affordable consumables—which all shape families’ recovery rates and pathways. Disaster-affected families do not passively wait for the state and often leverage their incomes and social networks to engage in resilience-based strategies that ease their everyday lives and enable recovery while waiting for the state. Waiting feels more arduous for families with fewer resources and when there is uncertainty about access to the state and how and when to begin certain recovery activities. Waiting in disasters can also provide space for collective socio-political practices such as community gardening to emerge in neighbourhoods. For researchers of disasters, this article highlights the spatio-temporal dimensions of grassroots resilience and the ways in which state power and citizen agency interact in ways that subvert state control of families’ recovery rates in heterogeneous ways. Research on waiting during disasters has great potential to inform and reform governance for resilience and recovery.     

Freedom of information and transparency in Scotland: Disclosing persons as things and vice versa (Respond to this article at http://www.therai.org.uk/at/debate)

Contemporary ideals of democratic governance hold that public trust in the workings of public authorities is achieved through measures such as allowing free access to information. Yet 18 months participating in and observing the activities of users of Freedom of Information legislation – introduced in Scotland in 2005 – and civil servants disclosing information under it reveals that public trust and transparency do not always flow from increased access. Treating ‘transparency’, not as a known phenomenon, but as something that emerges in ethnographic observation and analysis, this article moves beyond an idea of transparency as being the simple revelation of an object by a subject, and in doing so challenges the fixed distinction between persons and things on which transparency as it is understood by Freedom of Information legislation appears to rely.     

'Our son Obama': The US presidential election in Western Kenya

Writing from the city of Kisumu located 60 kilometres from the birthplace of Barack Obama's father, the authors describe the Obama-mania gripping Kenya and follow Kenyans' debates, both light-hearted and serious, concerning Obama's kinship ties to Kenya and the expectations these raise. They argue that Kenyan's hopes and fears surrounding the US elections should be understood in the context of the contested December 2007 Kenyan elections and the violence that shook Kenyan society in their aftermath; and they trace some of the faultines of race and class that came to the surface during the hightened emotions surrounding the US election and Obama's victory.     

The interplay between school and home location and its relationship with children’s subjective well-being

ABSTRACT

The aim is to determine the extent to which children’s subjective well-being (SWB) varies according to age, gender and the fact of living in the same context as the school (urban/rural) or not, in representative samples of 8, 10 and 12-year-olds (N?=?3708) in Spain. The existence of a match between schoolchildren’s living context and that of their school was the most common situation for the participants. The results, analysed using linear regression models and analysis of variance (ANOVA) with complex samples, show that a match between home and school context is not associated with statistically different levels of SWB in the three age groups (8, 10 and 12-year-olds) or by gender. Whereas no interactions between age, gender, school context and home location contribute to explaining overall life satisfaction, some do contribute to explaining the modified version of the Student’s Life Satisfaction Scale (SLSS) used here.