The awkward years: defining and managing famines, 1944–1947

Abstract

Famines in the years immediately after World War II occurred during a period of global flux, as international famine response evolved from its ambitious, early twentieth century goals toward more modest, technocratic objectives during the second half of the century. For economists, social scientists and politicians immersed in the world of emergency food aid, these were uncertain, awkward years for famine relief. Herbert Hoover’s idealistic large-scale projects of famine relief that had dominated the first three decades of the century had been proven to be expensive and of limited efficacy, but Cold War loyalties had not yet taken over as the primary logic behind large-scale humanitarian assistance projects. Ultimately, when faced with famine conditions between 1944 and 1947, states and experts balanced a call to action against pragmatism that recognized famines were also politically expedient events that could weaken rural resistance to governance and simplify wartime and postwar administration. Ultimately, both science and humanitarian concerns learned to orient themselves toward economic expediency in these awkward years.     

Decreasing experiences of home range,outdoor spaces,activities and companions: changes across three generations in Sheffield in north England

Home range is commonly understood to be the distance from home that children are allowed to go in the outdoor environment with the term being used within various academic disciplines. Different factors influence children's home range including traffic, age, parental fears and understandings of what it means to be a good parent. Research addressing home range over different generations has identified a context of changes in the built environment, demography and technology. This paper reports results from three generations of two families in Sheffield in the north of England and confirms a reduction in four major domains: home range, variety of outdoor spaces visited, range of activities undertaken and the number of companions.     

CONTEXTS OF COLONIALISM

The contributions to the collection under review offer a wide range of treatments of ways in which German colonialism intersected with aspects of domestic German culture and politics, with particular attention to the larger global setting in which the German colonial empire existed between 1884 and 1918—or was remembered up to 1945. The review situates and critiques the contributions in interpretive contexts based on general suggestions by one of the editors, Geoff Eley. These include a context in which “colonialism” and “imperialism” are recognized as specific discursive constructions of the late nineteenth and early twentieth centuries, another in which the causal focus in interpreting colonial phenomena is placed on exchanges that constituted an accelerating globality with which available conceptual modes (including colonialism and imperialism) could not keep pace, a third that complicates the categorical distinctions usually made between types of imperial program, and a fourth that aims at replicating on a much broader and more flexible basis something like the concept of “social imperialism” that forty years ago dominated interpretations of German imperialism. The essay ends with a view of how such an interpretive framework might be constructed.     

Monarchism,an Emerging Canadian Identity,and the 1866 British North American Trade Mission to the West Indies and Brazil

In 1865, the colonies of eastern British North America created a joint commission to investigate the possibility of reciprocal trade agreements with other parts of the Western hemisphere. In early 1866, the commissioners visited the West Indies and the Empire of Brazil, where they met officials and business leaders. No actual tariff agreements resulted from the commissioners’ travels, the main concrete result of the 1866 trade mission being the establishment of a direct steamship service between Canada and the West Indies. The study of contemporary discussions of the trade mission deepens our understanding of the history of relations between the British West Indies and British North America in the aftermath of emancipation and the end of the ‘Old Colonial System’. Moreover, these discussions reveal different elements of an emerging Canadian identity. Discourse of Britishness influenced the 1866 trade mission, but so did a sense of affinity linking Canada to the other monarchical territories in the Western hemisphere, such as the Empire of Brazil. For their part, some contemporaries in the West Indies welcomed the Canadian trade initiative because they wished for a counterweight to the growing influence of the United States in the region. The article also presents new information about British policy towards Latin America, particularly Mexico and Brazil, as well as British commercial diplomacy more generally. The article is based on materials in archives in the United Kingdom and Canada as well as a range of printed primary sources.     

A toolkit to implement graduate attributes in geography curricula

This article uses findings from a project on engagement with graduate outcomes across higher education institutions in New Zealand to produce a toolkit for implementing graduate attributes in geography curricula. Key facets include strong leadership; academic developers to facilitate conversations about graduate attributes and teaching towards them; ownership of the process by the teachers; the development of a contextualized set of graduate attributes for the geography degree; curriculum mapping to promote alignment between graduate attributes, learning outcomes and assessment tasks; incorporating high-impact educational experiences and signature pedagogies to foster graduate attributes; the use of evaluative data to inform continual enhancements; and allowing at least five years for curriculum renewal to occur.     

Intimacy and angst in the field

This article explores the paradoxes of angst and intimacy in ‘the field.’ One aim of feminist research is to attend to overlooked day-to-day practices through which difference and power work. Yet, this focus on intimate and submerged experience is also risky, potentially asking that people share their most intimate experiences with the researcher. How does such attention to the personal lives of others intersect with ethical demands and postcolonial critiques of representation? A desire to understand the submerged life of the geopolitical in women's day-to-day life in India's Ladakh region has driven my research on the politics of marriage and contraceptive choices. Taken by a feminist approach to the geopolitical, I sought out the ways that intimate life was inflected by territorial struggles, without adequately comprehending either the promise or the risks of making intimacy and the body a subject of research. This work was complicated and enriched by my status as a foreigner married into a local family, which provides a not-quite-outsider positionality. This article reflects on the role of intimacy in fieldwork in two senses: doing research on intimacy, and navigating intimacies in and after the field. I argue that intimate fieldwork is full of both promise and peril for feminist researchers. I call then for careful engagement with such topics, and for a rethinking of the boundaries of the field as they relate to the researcher, who carries these boundaries in his or her own body when navigating social relations in the field.     

Complicating hetero-normative spaces at school formals in New Zealand

The school formal in New Zealand constitutes a rich site of analysis for researchers interested in gender and sexuality performances. As a social space, the formal both shapes bodies and is shaped by them. In this article, we explore the school formals of three different types of schools: a single sex girls’, a single sex boys’ and a co-ed. high school, all from an urban centre. Using the theoretical tools provided by poststructuralism and queer theory, we conducted a discourse analysis of observations conducted by the first author at two school formals, interviews with staff and students and interviews with peer researchers. We demonstrate how same-sex practices do not necessarily map onto queer bodies, masculinity onto ‘male’ bodies or femininity onto ‘female’ bodies. Such fluidity challenges the rigid heterosexual/homosexual and masculine/feminine binaries so that schools are more inclusive of gender and sexual diversity.