Race,Gender, and Communications in Natural Disasters

We examine public attitudes toward vulnerability and evacuation in hurricane natural disasters. Using the results of an opinion survey in a coastal, New England state, we find important differences in how men and women, and Whites and minorities perceive natural disasters. Race, gender, and geographic proximity to the coast affect how vulnerable people believe their residence is to a major hurricane, while government officials and media reporting telling people to evacuate influence evacuation decisions. In order to avoid future breakdowns, governments need to understand the different information processing approaches of various groups of people.     

‘Will you be my mentor?’ Feminist mentoring at mid-career for institutional change

Abstract

This collaborative paper written by mid-career and senior faculty employed in public and private institutions explores the challenges of feminist mentoring at mid-career. We engage this problematic using dialogical writing as a means to highlight our experiences and needs for mentoring, while simultaneously co-mentoring one another to protect each other from cynicism and despair. Placing these experiences and dialogues in conversation with the existing literature on mentoring, we address the ways that mentoring can both reproduce and transform the neoliberal university, while simultaneously exploring the tensions these possibilities produce in the context of mid-career feminist mentoring. We discuss particular challenges associated with mid-career mentoring, focusing primarily on our roles as feminist, anti-racist mentors to non-traditional students and junior faculty. While recognizing that there is no clear solution to the challenges of feminist mentoring and institutional change, we examine various models of mentoring, highlighting both the potential and limitations of informal mentoring in producing institutional change. Our intention is that this dialogical piece of writing allows us to support each other as we share our own reflections, while offering mentoring advice for colleagues at different career stages. While mentoring can open up the possibility for minor disruptions and is an essential coping mechanism, it is just one small part of the struggle to challenge the structural inequality of the academy.     

Talk,technologies and teenagers: understanding the school journey using a mixed-methods approach

This paper focuses on the methods used in a project which set out to capture the movements and to consider the wellbeing of 30 teenagers on their journeys to and from school. A mobile phone linked to a GPS receiver was used to automatically log travel patterns whilst the respondents added ‘blog’ images and text about how they felt on the journey. Follow up interviews further explored the data. The paper shows that by using a range of methods the young people became involved in the project in different ways providing a rich picture of contingent and complex school journeys.     

Presidential address given to the Folklore society,March 2004[1]

Glastonbury, a small town in the south‐west of England, is considered significant by a variety of religious groups and spiritual seekers. While there is a large degree of peaceful co‐existence between people holding radically different worldviews, the contested nature of Glastonbury as a spiritual centre is occasionally played out by means of public displays of religiosity, the most obvious example of which is the procession. This paper compares Christian and Goddess‐oriented processions as case studies in the use of traditional means to assert historical, spatial and spiritual claims in contemporary Glastonbury.     

Performing identities: music and dance in the Irishcommunities of Coventry and Liverpool

This article will examine how British-born second- and third-generation Irish people use Irish music and dance in the production of an Irish cultural identity. The article draws on research undertaken with members of the Irish communities in the English cities of Coventry and Liverpool. The research was conducted with music and dance practitioners in Liverpool who strongly identify as Irish and also with schoolchildren in Coventry whose parents or grandparents were born in Ireland. The paper first explores the comments of the Liverpool respondents and points to how music and dance can offer a space in which different generations can mark out their affiliation or embody their Irishness. Secondly, the paper considers interview work with schoolchildren in Coventry, concentrating on their responses as listeners to Irish traditional music. Their comments point to the capacity of this music to resonate with multiple, even conflicting, productions of Irishness. The comments of all the respondents raise key debates about authenticity and the construction of identity.     

Teaching ethics when working with geocoded data: a novel experiential learning approach

Research ethics are not the favourite subject of most undergraduate geography students. However, in the light of increasing mixed-methods research, as well as research using geocodes, it is necessary to train students in the field of ethics. Experiential learning is an approach to teaching that is potentially suitable for teaching ethics. The aim of this article is to discuss how the experiential learning process in a course on Ethics & GPS-tracking contributed to the ethical awareness of third-year undergraduate geography students. We conducted a qualitative study in which we held four focus group discussions with two cohorts of students (2016 and 2017). We explored the students’ views on the learning environment in relation to ethics in GPS-based and mixed-methods research. Our findings show how an informal learning environment and collaborative learning in a small group contributed to deep understanding of research ethics. These aspects of the learning environment are tied to an ethical framework that consists of three dimensions: (1) the ethics of collaborative research between staff and students; (2) the ethics of privacy raised by the geo-technology adopted in this research case study; and (3) the ethics of the research process with respect to informed consent and data storage.