Rock Hyraxes (Procavia capensis) from Middle Stone Age Levels at Blombos Cave,South Africa

The ～100 ka Middle Stone Age levels at Blombos Cave, southern Cape, South Africa, contain numerous rock hyrax (Procavia capensis) remains. It is often ambiguous to interpret rock hyrax remains from archaeological deposits deriving from cave and shelter sites in southern Africa as the agent or agents of accumulation may be difficult to establish. In this paper, the different taphonomic signatures separating anthropogenic from natural accumulations at Blombos Cave are considered. The analysis indicates that although a few specimens show evidence for raptor and carnivore accumulation, there is also substantial evidence that suggests humans preyed on these small mammals during different times of the year.     

Identification of Employment Concentration Areas

This article presents a method to identify “Absolute and Relative Employment Concentration (AREC) areas” for a particular industry. Two novel characteristics of the method are that it simultaneously analyses AREC, and that it combines spatial concentration per area with the spatial concentration in neighbouring areas. The method is easy to understand and apply. It is developed to assist regional policy makers and corporate decision-makers with their investment decisions related to new infrastructure or plants. The identification of concentration areas also allows for analysing the performance of these areas in relation to characteristics such as infrastructure availability and the housing and labour market. This can yield new academic insights that are relevant for regional planners. An application of the newly developed method to five industries in a Dutch province subdivided into 502 areas illustrates the value of the method in comparison to other methods.     

Precarious masculinities and gender as pedagogy: aesthetic advice-encounters for the Dutch urban economy

In the context of precarious post-Fordist urban labour markets, Dress for Success in the Netherlands, a non-profit working in the context of the welfare state, provides dress advice to a majority of men. Dress advice consists of moments in which demands for immaterial labour find material translations into items of clothing. Building on ethnographic observations, I argue that dress advice-encounters should be seen as exercises in adaptability to new and ever changing economic circumstances. In these pedagogies, gender is a key instrument. Rather than a straightforward feminization of the economy, what is at stake is a performance of openness towards becoming adaptable to future labour market demands. Asking men to depart their attachments to Fordist working class masculinities and its material translations is an exercise toward becoming pliable enough for post-Fordist precarious labour markets.     

Begging Letters: Tin Trunk Literacy and the Empathy Economy of Tristan da Cunha,c. 1909–39

European colonialism fostered ‘radically constrained’ literacies in the global south dominated by the epistolary form produced by ‘tin trunk literati’ frequently scribing as amanuenses for collectives. Literacy on the British mid-South Atlantic island colony of Tristan da Cunha was marginal to the nineteenth century male exchange economy and consequently relegated to the female domestic sphere. With the shift from sail to steam in trans-oceanic shipping at the turn of the twentieth century the male exchange economy vanished and female literacy acquired a vital new importance in the creation and maintenance of an empathy economy with the Atlantic mainlands generating the manufactured imports essential to the colony’s survival. The low literacy level and new dependence for subsistence on writing undermined the patriarchal authority of ‘headmen’ and gave a small group of female amanuenses effective political power on the island. The latter worked hard to maintain their newfound power by thwarting repeated metropolitan attempts to spread literacy or socialise the island economy and fostering fear and ignorance of the outside world among the islanders. The profoundly conservative and even oppressive nature of ‘functional literacy’ on Tristan da Cunha in the first half of the twentieth century provides a corrective to the emancipatory claims made for ‘tin trunk literacy’ elsewhere in the global south.     

Learning to teach geography for primary education: results of an experimental programme

Students training to become primary school teachers appear to have little awareness of the core concepts of geography (teaching). To ensure that future primary school teachers are able to develop their pupils’ geographical awareness, a six weeks programme was developed. The characteristics of this programme – named Consciously Teaching Geography (CTG) – are: principles of good geography teaching, conjunction and a recurrent structure during training, modelling and reflection. In a quasi-experimental research design the question is answered what the effects are of CTG on the development of pedagogical content knowledge (PCK) for the subject of geography of first year primary student teachers. The results indicated that the programme has a positive effect on the domain-specific PCK development in the short term.     

Networking Europe

The paper explores processes of transnational network building in Europe in the 19th and 20th centuries. The first section reviews several relevant literatures. It concludes that historiographies of Europe often recognize the pivotal importance of transnational network building, but fail to analyse network developments as well as their entanglement with wider historical processes. Specialized infrastructure studies exist in economic and technological history, but have a distinct (sub)national focus. The networking of Europe has not been investigated. The second section presents a preliminary narrative of transnational network building in the 19th and 20th century. It highlights the relationship between network building and political events in different eras, as well as different types of ambiguities or tensions. The conclusion suggests a number of topics for further research.     

探索中国的参与式博物馆原则

浙江大学文物与博物馆学系联合荷兰阿姆斯特丹艺术大学开展的"参与式博物馆:机遇、挑战与问题"工作坊每一周都安排不同的教学活动。第一周熟悉主题,接下来是参与式展示、参与式征集、参与式研究,最后进行工作坊成果总结与思考。博物馆1.0传统模式是博物馆自己制作展览、自己发布内容和信息,观众只需要被动接受。而现在的博物馆2.0应该是由观众创作和生成内容,并与其他观众和博物馆工作人员进行分享和交流的一个平台。参与式博物馆是一种新的博物馆理念,其核心应该是创造、分享、互动、交流,博物馆是一个观众能够围绕其内容进行创作、分享并成为与他人交流的场所。