Limits to interpretation of skeletal trauma — Two case studies from Medieval Abingdon,England

Two adult male skeletons from the Medieval lay cemetery at Abingdon show multiple trauma to the upper limbs and torso. Although this in itself is not uncommon in this cemetery the two skeletons in question stand out by virtue of the near-identical distribution of their injuries. The skeletons are used as examples to discuss the difficulties facing the palaeopathologist in deciding whether to attribute particular examples of trauma to violence. This is particularly relevant to Abingdon, where at least one major episode of civil conflict is documented historically. It was concluded that although the number of skeletons displaying signs of trauma may show the level of violence and high-risk occupations in a society, skeletal evidence rarely can distinguish between the two in individual cases.     

Historical development of the dopamine hypothesis of schizophrenia

This review examines the history of discoveries that contributed to development of the dopamine hypothesis of schizophrenia. The origin of the hypothesis is traced to the recognition that neuroleptic drugs interfere with brain dopamine function. This insight was derived from two distinct lines of research. The first line originated from the discovery in 1956 that reserpine depletes brain serotonin. This finding resulted in a sequence of studies that led to the discovery that brain dopamine is involved in neuroleptic-induced extrapyramidal motor disturbances. The second line of research was aimed at determining the mechanism of action of psychomotor stimulants. This research produced evidence that stimulants directly or indirectly activate brain dopamine receptors. Because nonreserpine neuroleptics such as chlorpromazine block stimulant-induced movement, these findings suggested that neuroleptics were dopamine antagonists. Most previous accounts of the development of the dopamine hypothesis of schizophrenia emphasize the first line of research and ignore the second.     

J. Casely Hayford’s Social Imaginary of “Church Universal” in William Waddy Harris the West African Reformer: The Man and His Message (1915)

A close reading of J. Casely Hayford’s tract William Waddy Harris The West African Reformer: The Man and His Message (1915) provides insight into the political considerations accounted for in writing histories of world Christianity during the colonial period. Hayford centres Africa and William Waddé Harris in a social imaginary that critiques Europe as the exclusive centre of religious reform and renewal. I argue that Hayford employs methods of analysis, rhetorical devices, and literary interlocutors that reflect his African positionality within the early colonial period. To this end, I argue that Hayford’s tract reconceives a history of world Christianity that predates the organised study of missions, ecumenics, and world religions. Without dismissing the contributions of these fields to the emergent field of World Christianity, Hayford’s colonial positionality lends him a contrasting and precarious double consciousness with which to the re-imagine a discourse of universal Christianity through and out of West Africa.     

Cosmopolitan translation and patriotic sensibilities in German garden art

ABSTRACT

My focus in this article is on a small group of German theorists, designers and patrons who thought extensively about the relationship between national identity and garden design: Christian Hirschfeld, Prince Franz von Anhalt-Dessau and his wife Luise, Johann Wolfgang von Goethe, and Prince Pückler. These garden enthusiasts knew one another through personal contact or their writings, and they responded to and developed their ideas in relation to the newly framed creative enterprise in German lands of “garden-landscape-art”. What they shared was a conviction that garden forms affect feelings, with the role of the garden artist to determine paths that would alter and diversify the visitor’s experience of place. This essay explores how spontaneous emotions, elicited by movement through the garden, were linked with a growing sense of patriotism that contrasted with cosmopolitan judgments in the writings of Hirschfeld, Pückler, and Goethe.     

Teaching Indigenous geography in a neo-colonial world

Australian universities are increasingly embedding Indigenous content and perspectives within curriculum to promote Indigenous cultural competency. We present teaching challenges in an Indigenous geography course designed to present an engaged, intercultural learning experience. We critically reflect on student evaluations, informal discussions and observations to complement scholarly debates. Course design and delivery was seen as stimulating and illuminating in terms of course content. While diversity of student cohorts, backgrounds and learning styles remain challenging, the romanticism of some students can override critical engagement with the geographical context of the course material and their positionality. There remains a tendency in both student constructions and the geographical literature to create an Indigenous/non-Indigenous binary that not only essentializes both, but can be culturally unsafe for Indigenous students. Both Indigenous and non-Indigenous students may share a sense of pessimism in confronting apparently unstoppable development and environmental destruction. We argue for scholarship around the fundamentally intercultural nature of coexistence to contextualize the spatial diversity of Indigenous lives in landscapes, currently obscured by dominant constructions of Indigeneity. Critical reflection on settler educators’ and learners’ positionalities with respect to neocolonial structures will help to transcend both essentialism and pessimism.