From the Silk Road to the Railroad (and Back): The Means and Meanings of the Iranian Encounter with China

In view of the recent expansion of Indo-Persian studies, the neglect of the Sino-Persian nexus is a missed opportunity to place Iranian history on a larger Asian stage. While Iranian contact with China has continued episodically from antiquity to modernity, scholars have so far focused almost exclusively on the pre-modern phases of exchange. As a contribution to developing the field of Sino-Persian studies, this article situates two twentieth century Iranian travelers to China against the changing background of Chinese–Iranian exchange from the medieval to modern period. In so doing, it demonstrates the infrastructural and conceptual apparatus that enabled the modern Iranian encounter with China while asking how, if at all, twentieth century intellectuals were able to draw on a longer history of interaction to find meanings for Sino-Persian exchange.     

MacIntyre and Nussbaum on Diversity,Liberalism, and Christianity

This article argues that the politics of difference has been unsuccessful in its attempt to liberate itself from the modern politics of universal dignity and self-determination. As a result, theorists who emphasize difference ultimately must find a way to balance a conception of diversity with that of a universal normative ethics. To make this case, I examine the virtue ethics of Alasdair MacIntyre and Martha Nussbaum as two different examples of this tension, one constructing a particularistic virtue ethics around specific traditions, while the other presents a universalistic virtue ethics around universal human experience, thus serving as an example for how the “right” and “left” engage with diversity. There is a common denominator to the virtue ethics of MacIntyre and Nussbaum in that they both go about this by reconstructing an ethics of character out of elements of Aristotle's ethics of virtue in his Nicomachean Ethics as the basis for a model of pluralism and do so within a modern liberal and hence rational–individualist framework. Both are critical of certain elements of Aristotle's thought, while attempting to recover the “true” essence of Aristotelianism. While those who identify with the different political extremes are diverse, one basic premise is that the former believes in the role of tradition and the values of slow change in dialogue with the past, while the latter advocates the good of all individuals within a state that is blind to differences notwithstanding the practices of the past. Each approach faces a significant weakness: tradition is often unable to recognize that social benefits have often been brought about by modern liberalism's rejection of tradition, while universal human experience tends to forget that universal thinking is not universal but is a liberalization of a particular Christian way of approaching the world.     

Beach Boys Do It Too: Subculture and Commoditised Desire in a Transnational Tourist Site in Kerala,South India

This article is based on an ethnographic study of a group of Scheduled Caste (SC) male youth in a globalised tourist site in Kerala, South India, who participate in situational sexual and romantic relationships with predominantly tourist women from the global north. We first aim to expand on the “sex and romance tourism” literature of such encounters to provide an Indian context. Secondly, we aim to highlight how young men involved in such encounters undertake complex mediations of localised and global forms of consumption and commoditisation to participate in the neoliberal tourist market place. Mainly by way of a subculture known as the Jungees, we describe how young men utilise the former processes to seek economic and social mobility for themselves and their families but also to valorise and re-imagine their identity along racial, gendered, caste and class-based dimensions. Finally, we explore the young men’s articulation of a hierarchy of preferred encounters that draws on gendered, sexualised and racialised local and global imaginaries of commoditised desire(s) of tourist women from the global north. We highlight the ways in which participants actively utilise the neoliberal context to engage in a range of self-generated livelihood strategies and to contest their marginality.     

Radon Predictions with Geographical Information System Covariates: From Spatial Sampling to Modeling

Radon (Rn) is a potentially toxic gas in soil which may affect human health. Assessing Rn levels in soil gas usually requires enormous efforts in terms of time and costs, since the sampling protocol is very complex. In most cases, the variable under study is sparsely sampled over the domain and this could affect the reliability of the spatial predictions. For this reason, it is useful to incorporate, into the estimation procedure, some auxiliary variables, correlated with the in soil gas Rn concentrations (primary variable) and more densely available over the domain. On the basis of this latter aspect, it is even better if the covariates are derived from a geographical information system (GIS). In this article, the Rn sampling protocol used during a measurement campaign planned over a risk area is described and the process of deriving GIS covariates considered as secondary information for predicting the primary variable is clarified. Then, multivariate modeling and prediction of the Rn concentrations over the domain of interest are discussed and a comparative study regarding the performance of the prediction procedures is presented. Rn prone areas are also analyzed with respect to urban and school density. All these aspects can clearly support decisions on environmental and human safeguard.     

Transformational design literacies: children as active place-makers

Innovative curriculum frameworks that support children as active researchers and designers in everyday learning contexts remain unprioritized in school settings. Design literacies challenge and expand existing curriculum structures at a time when state and national curriculum privilege literacy and numeracy testing. Drawing on a broader ethnographic study that examined children's inhabitation of school food gardens through pedagogies of food production, ecology and design in three Australian primary schools [Green, M. 2011 Green, M. 2011. “Place Matters: Pedagogies of Food, Ecology and Design.” Unpublished PhD, Monash University Churchill Victoria [Google Scholar]. “Place Matters: Pedagogies of Food, Ecology and Design.” Unpublished PhD, Monash University Churchill Victoria], this paper focuses on the design literacies or ‘design-centered pedagogy’ [McLaren, S. 2008 McLaren, S. 2008. “Learning for Engagement: Lose the Ring-Fencing.” Paper presented at the Technology Education Research Conference: Exploring Technology Education: Solutions to Issues in a Globalised World, Gold Coast, Queensland. [Google Scholar]. “Learning for Engagement: Lose the Ring-Fencing.” Paper presented at the Technology Education Research Conference: Exploring Technology Education: Solutions to Issues in a Globalised World, Gold Coast, Queensland] that supported children's engagement with everyday learning in one school community. Semi-structured and ‘walking interviews’ provide rich data for understanding the contributions of design and design processes in a garden-based curriculum. When linked to a framework of sustainability, design literacies can expand learning opportunities that deepen their connection to everyday places.