THE SOCIAL CONSTRUCTION OF CARD PLAYING AMONG THE DAULO

While most Daulo people in Eastern Highlands Province, Papua New Guinea gamble at cards, there is disagreement about the acceptability of this activity. Organized opposition to card-playing comes from two sources that, in other contexts, are at odds with each other: the wok meri (‘women's work‘) movement and the Village Court. Both criticize card-playing as individualistic, economically unproductive, and unpredictable. Gambling at cards contributes to differences in individual wealth and the Daulo are ambivalent about inequality. While they strongly approve of competition, they believe that it should be harnessed for the good of the group, not just the individual. The tension between these sometimes conflicting values is expressed by the polarity of Daulo people's strong attraction to card games and the organized opposition that gambling elicits from wok meri and the Village Court.     

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REVERSE COMMUTATION IN A MONOCENTRIC CITY*

ABSTRACT. A general equilibrium multiperiod linear programming model of urban land use is used to identify reverse commutation as a rational response to economic change. Information about future economic conditions is complete, and capital is replaceable at finite cost. Export mixes are defined exogenously, and temporal shifts between activities of different land intensities are shown to induce reverse commutes as one way of avoiding the cost of land use change.     

Pestalozzi, Fellenberg and British nineteenth-century geographical education

The impact that Johann Heinrich Pestalozzi (1746–1827) and Philipp Emanuel Fellenberg (1771–1844) had upon nineteenth-century European geographical education and ideas has long been recognised. Their influence upon British geography teaching has, however, been little explored, despite the work already done on the general impact of Pestalozzianism and Fellenbergianism on British education. Using the arguments of nineteenth-century educational theorists such as Compayre and Spencer, this study argues that Pestalozzian educationists such as Phillip Pullen and Charles Mayo in England helped to change the way that geography was taught to middle-class children. A case study of teaching practices at a Pestalozzian institution in Worksop, Nottinghamshire shows how changes in geographical education were encouraged by Pestalozzian ideas on the teaching of geography and the relationship of the subject to other disciplines including topography, natural history and geology.     

Landscapes of Time: Building Long-Term Perspectives in Animal Behavior*

In the 1960s, scientists fascinated by the behavior of free-living animals founded research projects that expanded into multi-generation investigations. This paper charts the history of three scientists’ projects to uncover the varied reasons for investing in a “long-term” perspective when studying animal behavior: Kenneth Armitage's study of marmots in the Rocky Mountains, Jeanne Altmann's analysis of baboons in Kenya, and Timothy Hugh Clutton-Brock's studies (among others) of red deer on the island of Rhum and meerkats in the Kalahari. The desire to study the behavior of the same group of animals over extended periods of time, I argue, came from different methodological traditions – population biology, primatology, and sociobiology – even as each saw themselves as contributing to the legacy of ethology. As scientists embraced and combined these approaches, a small number of long-running behavioral ecology projects like these grew from short pilot projects into decades-long centers of intellectual gravity within behavioral ecology as a discipline. By attending to time as well as place, we can see how this long-term perspective was crucial to their success; they measured evolutionary changes over generations of animals and their data provided insights into how the animals they studied were adapting (or not) to changing local and global environmental factors.     

Place mapping with teenagers: locating their territories and documenting their experience of the public realm

The purpose of this paper is to present, analyse and critique a research method, ‘place mapping’, used to document and understand teenagers' experience, use and perception of public spaces. Researchers in two case study sites, Edinburgh, Scotland, and Sacramento, CA, employed conventional street maps as a basis for eliciting and recording young people's spatial experiences. This method offers an effective mechanism for generating and structuring discussion – through dialogue – by the participants about their dynamic and shared experience of place, geographically recording places and ensuring equitable participation.     

Fears for the future: the incommensurability of securitisation and in/securities among southern African youth

Abstract

Over the past two decades, southern Africa has experienced both exceptionally high AIDS prevalence and recurrent food shortages. International institutions have responded to these challenges by framing them as security concerns that demand urgent intervention. Young people are implicated in both crises and drawn into the securitisation discourse as agents (of risk and protection) and as (potential) victims. However, the concepts of security deployed by global institutions and translated into national policy do not reflect the ways in/security is experienced ‘on the ground’ as a subjective and embodied orientation to the future. This paper brings work on youth temporalities to bear on social and cultural geographies of in/security and securitisation. It reports on research that explored insecurities among young people in Lesotho and Malawi. It concludes that, by focusing on ‘threats’ in isolation, and seeking to protect ‘society’ as an abstract aggregate of people, global securitisation discourses fail either to engage with the complex contextualised ways in which marginalised people experience insecurity or to proffer the political responses that are needed if those felt insecurities are to be addressed. However, while securitisation is problematic, in/security is nonetheless an important element in young people’s orientation to the future.