On Being ‘Hen's Teeth’: Interdisciplinary practices for women of color in Geography

This paper examines the position of women of color in the discipline of geography in terms of our relatively small numbers, or what one geography professor described as being ‘as rare as hen's teeth’. Using pedagogical examples, the paper analyzes institutionalized racism and sexism at the level of the educational institution, both in geography and also in interdisciplinary locations such as gender studies. Drawing from collective analysis and interdisciplinary research, I propose interdisciplinary strategies of mentorship and support, intellectual exchange, and political engagement outside the academic context as ways to address disciplinary isolation for women of color in the field. I argue that these strategies can offer crucial alternative entry points into intellectual and political projects and can open up the discipline itself by destabilizing its structural and intellectual hierarchies and expanding the scope and relevance of geographic research.

‘Asian American women in human geography are as rare as hen's teeth.’ (Professor in Geography)     

“Where the spirit of wisdom lies”: Inculturation,self-determination and the authority of First Nations

By the 1970s, Christian missions to Aboriginal people in the Northern Territory were enthusiastic supporters of Indigenous self-determination, even as they sought to maintain a missionary presence in Aboriginal communities. This article asks how missions continued to seek to influence and direct Aboriginal churches and communities through espousing self-determination, and how Aboriginal leaders engaged with and exploited this apparent contradiction. Focusing on contributions to the missiological publication Nelen Yubu from Deacon Boniface Pedjert, Patrick Dodson, Miram Rose Ungunmerr-Baumann, Dyiniyini Gondarra and Alice Kelly this article considers how Aboriginal leaders and thinkers managed and challenged non-Indigenous expectations set for them around how their decolonisation was to proceed. Self-determination, for missionaries, could be achieved by a new, supposedly more enlightened mission to “inculturate” the gospel. Whereas missionaries presumed Aboriginal church leaders' authority rested in their cultural authenticity, these Aboriginal leaders were also asserting other sources of authority including their culture, but especially the authority that arises from Country itself.     

Publications briefly noted

SUZANNE CULTER. Managing Decline: Japan‘s Coal Industry Restructuring and Community Response. Honolulu: University of Hawaii Press, 1999. 256 pp. US$53.00, hardcover; US$29.95, paper.

NIELS MULDER. Indonesian Images: the Culture of the Public World. Yogyakarta: Kanisius Publishing House, 2000. 250 pp. US$20.00, paper.

DAVID SLOPER (ed). Higher Education in Cambodia: the Social and Educational Context for Reconstruction. Bangkok: ACEID UNESCO PROAP, 1999. x, 339 pp. US$20.00 (surface mail), paper.     

War-stained: British Combatants and Uniforms, 1914–18

Historians have long recognized the role of military uniforms in marking the transformation of civilians into servicemen. However, this was not a simple transition, completed the moment individuals put on service dress shortly after enlistment. Rather, the process of transformation continued throughout servicemen’s lives in the military, reflecting changed circumstances that might include a move to a different war theatre, promotion, or illness and injury. Focusing on the experiences of British soldiers during the First World War, this article explores the meanings of uniforms as servicemen were transformed from raw recruits into experienced combatants. It questions the extent to which the stained and worn uniforms that seemed the inevitable outcome of front line duty were seen as consistent with the manly heroism expected of soldiers, paying attention not only to the army authorities’ insistence on ‘spit and polish’, but especially to combatants’ perceptions of the effect of dirt on their own identities and sense of self. Thus, this article argues, the transformation into combatants involved potentially dangerous and degrading encounters with dirt and vermin, but also the development of strategies — centred on bodies and on uniforms — that sought to counter the threat of long-term harm and pollution.     

Converting a large lecture class to an active blended learning class: why,how, and what we learned

Faced with diminished faculty resources and increased student enrolment from 2010 to 2017, we sought to use blended learning to achieve active learning in a large c.400-student introductory geography class. Working iteratively over seven years and eight classes and using smart classrooms, better timetabling, experimentation with peer review and learning management system (LMS) technologies, as well as the expertise of Queen’s University Continuing and Distance Studies instructional design team to improve integration between course elements, we closely approached the quality of learning achieved in a much smaller enrolment class. It is possible to teach large classes of 400 students in an active and engaged manner. The greatest obstacle to the development and maintenance of this model is institutional culture.