Why can't you change? Stories of parents and street educators about adolescent girls in street situations

For children and young people in street situations, to give up street life is easier said than done. The study reported in this article aims to contribute to the field of children and young people in street situations by introducing the voices of parents whose daughters live on the streets. In biographical narrative interviews, we asked parents together with street educators from Bolivia to share their stories of girls entering and leaving street life. Our findings showed that a child's act of running away made parents aware about their parenting, leading to new openings and possible renewed social bonds with their children. At the same time, street educators’ stories exposed the importance of the family support during the process of exiting street life. Nevertheless, even though parents no longer want to stand on the sidelines, the stories also revealed that parents are still forgotten throughout interventions with street children in Bolivia.     

Debating Natural Law in the Banda Islands: A Case Study in Anglo–Dutch Imperial Competition in the East Indies, 1609–1621

This article examines Anglo–Dutch rivalry in the Banda Islands in the period from 1609 to 1621, with a particular focus on the process of claiming initiated by the Dutch East India Company (VOC) and English East India Company (EIC). Historians have paid little attention to the precise legal justifications employed by these organisations, and how they affected the outcome of events. For both companies, treaties with Asian rulers and peoples were essential in staking out claims to trade and territory. Because so many different parties were involved, individual documents had to serve multiple purposes, both on the ground in the East Indies and at the negotiating tables back in Europe. Whenever a VOC or EIC official presented a treaty to a Bandanese leader, he had to recognise local power structures in the Spice Islands, but also needed to consider his European competitors in the area, his superiors in Batavia or Bantam, and the company directors back in Amsterdam or London. Consequently, the safest and most reliable course of action was to make as many arguments as possible, piling them on top of one another. The result was an inherently messy process of claiming, yet one that was also clearly intelligible to most parties involved, including Asian rulers and peoples. A constantly changing legal suite extended to freedom of trade and navigation, contracts and alliances with native peoples, just war, conquest, actual possession, and the (perceived) surrender of native sovereignty to European authorities.     

Teaching ethics when working with geocoded data: a novel experiential learning approach

Research ethics are not the favourite subject of most undergraduate geography students. However, in the light of increasing mixed-methods research, as well as research using geocodes, it is necessary to train students in the field of ethics. Experiential learning is an approach to teaching that is potentially suitable for teaching ethics. The aim of this article is to discuss how the experiential learning process in a course on Ethics & GPS-tracking contributed to the ethical awareness of third-year undergraduate geography students. We conducted a qualitative study in which we held four focus group discussions with two cohorts of students (2016 and 2017). We explored the students’ views on the learning environment in relation to ethics in GPS-based and mixed-methods research. Our findings show how an informal learning environment and collaborative learning in a small group contributed to deep understanding of research ethics. These aspects of the learning environment are tied to an ethical framework that consists of three dimensions: (1) the ethics of collaborative research between staff and students; (2) the ethics of privacy raised by the geo-technology adopted in this research case study; and (3) the ethics of the research process with respect to informed consent and data storage.     

Making Space for Wind Farms: Practices of Territorial Stigmatisation in Rural Denmark

While issues of siting wind farms have often revolved around their local resistance, finding adequate locations and gaining access to land for large wind energy projects has become an increasingly significant challenge for developers, in particular in small countries with relatively mature wind energy sectors, such as Denmark. By drawing on the case of “Outskirts‐Denmark”, this paper focuses on how existing territorial stigma of rural areas is co‐produced and mobilised by wind farm developers to make space for large wind farm projects. In doing so, we demonstrate that the mobilisation of stigma through derogatory rhetoric and forecasting rural decline is used to legitimise the purchase and demolition of properties in marginalised rural areas. We then critically discuss how these developer practices produce controversies over the erosion of rural communities and are entangled in a neoliberal undermining of the planning system, revealing issues of rural energy justice.     

Beyond Orientalism: When Marceline Desbordes-Valmore carried Saʿdi’s Roses to France

This article follows a thread of translation and intertextual dialogue, taking us from the thirteenth-century Persian poet Sa?di to the nineteenth-century French poet Marceline Desbordes-Valmore. It reads Desbordes-Valmore’s poem ‘Les roses de Saadi’ (1860) with the two passages from Sa?di’s Golestān from which it was inspired, shedding new light on the poem’s metapoetic subtext. The original Persian text is compared to two French translations that were circulating at the time when Desbordes-Valmore was writing. This analysis of the Golestān’s reception forms the basis for the argument that Desbordes-Valmore recast in secular terms Sa?di’s discourse on poetic language, emphasizing the continuity, rather than difference, between her concerns and Sa?di’s. The case of Desbordes-Valmore thus reveals a forgotten facet of nineteenth-century French engagements with Middle Eastern culture: one of identification and literary influence, which existed alongside the processes of “othering” for which the period is better known.