Hybrid Uptakes of Neoliberal Conservation in Namibian Tourism‐based Development

Neoliberal conservation schemes involving nature‐based tourism are implemented throughout the developing world to address rural poverty. Drawing on socio‐economic surveys and in‐depth interviews, this article uses the case of Uibasen Conservancy in Namibia to investigate social responses to neoliberal conservation. We find that people's aspirations for upward economic and social mobility lead them to participate in neoliberal conservation projects in an attempt to combine economic opportunities created by nature‐based tourism with traditional livelihood strategies. In this case, certain aspects of neoliberal conservation are perceived as a source of hope for non‐elites seeking to achieve economic self‐sufficiency and to ascend social hierarchies. We find that intra‐community power struggles dominate discourses of discontent and local‐level conflict which consequently masks the disruptive and anomic forces of the global tourism industry. We additionally provide insight into specific social contexts that may increase the allure of neoliberal conservation and explain why marginalized individuals may embrace some neoliberal logics despite — or, perhaps, because of — their disruptive tendencies.     

Facetiming common worlds: exchanging digital place stories and crafting pedagogical contact zones

ABSTRACT

Children, educators, and researchers at a child care center in Victoria, Canada and Melbourne, Australia have been collaborating on an early childhood education pedagogical inquiry project that grapples with children’s relations with place and technologies. Resisting narratives of environmental stewardship and instrumental digital education that dominate in the settler colonial contexts of contemporary Canadian and Australian early childhood education, this article shares stories, practices, questions, and tensions generated within the inquiry. After outlining how we think with Facetime on iPhone within a common worlds pedagogies framework, we detail two practices generated in the inquiry: (1) exchanging digital place stories and (2) crafting pedagogical contact zones with place and technologies. These practices, we argue, make visible how our collaboration reconfigures children’s relationships with place and technologies in consequential ways, and risks generating uneasy, unfamiliar, and tentative pedagogies that respond to messy entanglements within digital, more-than-human common worlds.     

Revisioning the Past,Remembering the Future: Duna Accounts of the World's End

Taking as my example, the memories of Duna people at Lake Kopiago, who inhabit the northwestern part of the Southern Highlands Province of Papua New Guinea, I illustrate some of the ways events, and memories of them, have been constructed, manipulated and recast over the last twenty five years. By paying particular attention to a well known originary narrative, I show that space, the revelation of new knowledge via a spirit medium and the reinterpretation and negotiation of the meanings attached to events can result in the production of new memories about the past and the future.     

COMMUNITY,OBLIGATION, AND FOOD: LESSONS FROM THE MORAL GEOGRAPHY OF INUIT

Using Inuit as an illustration, this article discusses what it means to live in community, and argues that by taking people's moral geographies into account one may understand more fully the make‐up of community. The article maintains that their moral geography creates a feeling among Inuit of obligation for the other. It is this obligation that serves as the basis for community. The article theorizes about the implications of internalized mores based on obligation, and discusses how, in contrast to the concept of rights, such mores contribute to the formation and maintenance of community. The article concludes that developing a situated understanding of people's moral geographies may help to expand our comprehension of community construction and maintenance.