“Poor White” Recollections and Artifact Reuse in Barbados: Considerations for Archaeologies of Poverty

Archaeologists regularly confront the material realities of economic inequality. This article contributes to a growing body of literature on the archaeology of poverty but challenges archaeologists to consider how such approaches are politically weighted and directly come to bear on how communities experience economic hardship in the present. Additionally, through a case study of a “poor white” tenantry in Barbados, this article suggests that material culture from sites associated with people of limited economic means necessitates alternative interpretive methods that combine archaeological, historical, and oral sources.     

The global spread of preferential voting: Australian institutional imperialism?

In recent years, a number of countries have adopted versions of the ‘Australian’ electoral system of preferential voting for both national and sub‐national elections. This article examines the diffusion of preferential voting systems around the world. It distinguishes between various types of preferential voting manifested in both majoritarian (eg alternative vote) and proportional (eg single transferable vote) contexts. It then examines the empirical record of the adoption of preferential voting in Europe, North America and the Pacific, identifying three ways in which the ‘Australian’ system has been transferred to other countries, via colonial transplanting, international imitation, and normative appeal. While the first two approaches have been traditionally influential, in recent years the normative appeal of preferential voting systems has become paramount. This is in part because of the globalisation of electoral assistance, which has provided an important opportunity for the diffusion of what have been, until recently, distinctively ‘Australian’ electoral procedures.     

Participative critical enquiry in graduate field-based learning

This paper outlines a critical pedagogic approach to field-based learning (FBL) at graduate level. Drawing on student experience stemming from a FBL module and as part of an MA programme in Environment, Society and Development, the paper addresses the complexities associated with student-led, participative critical enquiry during fieldwork in Sarajevo, Bosnia-Herzegovina. The paper examines emerging student discourses through a group assessment and a series of individual reflective journals. Both are contextualised in relation to FBL module learning outcomes. Finally, aspects of fieldwork influencing the feasibility and effectiveness of participative critical enquiry as a field-based pedagogic endeavour are considered.