Consuming narratives: the political ecology of 'alternative' consumption

This paper examines how political ecology themes of tropical conservation and social justice become representational practices underpinning 'alternative' consumption in the North. The notion of commodity culture is adopted to understand the ambiguous rationalities and ethical assumptions of two sets of consumption practices. The first case considers Edenic myth-making used to assimilate concerns over tropical deforestation in the South to consumption-intensive if conservation-minded lifestyles in the North. The second case looks at fair trade and how concern about social injustice and unfair labour practices in the South is harnessed to solidarity-seeking consumption constitutive of 'radical' lifestyles. The paper suggests these contrasting commodity cultures broadly conform to divergent positions in red–green debates. It argues that both are weakened as a form of social and political 'caring at a distance' due to an uncritical acceptance of consumption as the primary basis of action.     

Children as community planners: embodied activities,visual-spatial thinking,and a re-imagined community

ABSTRACT

This qualitative research endeavor explored the role of embodiment as a pathway to visual-spatial thinking. The researchers relied on an interdisciplinary approach using geography and theater rooted in kinesthetic and empathetic embodied activities to facilitate visual-spatial thinking within the context of a community redevelopment project. The participants consisted of 14 elementary and middle school aged girls attending a Girls Inc. program within a low-income housing community. The researchers situated the findings using McCormack’s ([1998. Visual/Spatial Thinking: An Essential Element of Elementary School Science. Washington, DC: Council for Elementary School Science]; [2011. “Don’t Verbalize, Visualize!” NSTA WebNews Digest. Accessed June 15, 2016. http://www.nsta.org/publications/news/story.aspx?id=58298]) visual-spatial thinking typology and theories of embodiment. The findings revealed that the girls exhibited three types of visual-spatial thinking, which ranged from foundational to highly advanced ways of thinking about space, to include visual-spatial perception, memory, and creative thinking. The results also illustrate that embodied activities that engage sensorimotor functions through an interdisciplinary approach, can facilitate visual-spatial thinking.