Access relative to need for community conservation funding in Australia

ABSTRACT

In a climate of scarce resources for heritage preservation, there is a need to develop principles and methodology for assessing and responding to inequity within the conservation sector. This paper focuses on spatial, or geographic, barriers as one factor determining the accessibility of conservation services. While the case study focuses on the conservation and management of collections of cultural material in Australia, the methodology is globally relevant for advancing the equitable distribution of heritage and conservation resources according to need. Using a statistical analysis of the spatial distribution of 1323 local heritage conservation projects that have been funded by the National Library of Australia’s Community Heritage Grants Program from 1994 to 2017, this study provides a measure of the spatial equality of conservation in Australia. Spatial distribution analysis indicates that the majority of projects funded are located in major cities, with fewer projects funded in regional, remote and very remote areas. An ‘access relative to need’ approach is proposed to counter the current centralisation of the conservation industry. Of particular relevance for international readers is the potential for this methodology to frame studies of the impacts on heritage resulting from climate change and extreme weather events.     

Is vitrification in charcoal a result of high temperature burning of wood?

The term ‘vitrified’ is used to describe the glassy appearance of some charcoals recovered in the archaeological record. It has been generally considered that this phenomenon is a result of wood being subjected to high temperatures similar to the role of temperature in the formation of glass and pottery. Charcoals displaying characteristics of vitrification from three distinct archaeological contexts were analysed using reflectance microscopy to determine their temperature of formation. Charcoal was also generated in laboratory charring experiments at temperatures of 900–1100 °C for durations of 1, 6, 12 and 24 h to determine if subjection to high temperature led to vitrification. None of the laboratory-produced charcoals displayed characteristics of vitrification. Mean random reflectance of the vitrified archaeological fragments indicated temperature of formation from 310 to 530 °C. A charring experiment was also conducted, at 500 °C for 6 h, using green wood with some bark attached, and added sugars, but no evidence of vitrification was seen. Therefore vitrified charcoals do not result from high temperature charring or primarily from the use of green wood.     

Bodies,gender, place and culture: 21 years on

This article examines research on embodiment published in Gender, Place and Culture (GPC) over the past two decades. We searched using the keywords ‘body’, ‘bodies’, ‘embodiment’, ‘embody’, ‘flesh’, ‘fleshy’, ‘corporeality’ and ‘corporeal’, the titles and abstracts of all the articles that have appeared in GPC since it first began publication in 1994. Articles containing these keywords were listed in a searchable bibliography. What we found was a growing volume of research inspired by ‘body politics’ produced over a 21-year period that compares favourably to cognate geography journals. We also found that various themes have emerged including maternal and geopolitical bodies. In other areas, we identified gaps. Throughout the article, we engage with the question: has the upsurge of interest in embodiment, as expressed in the pages of GPC since 1994, led to an upheaval of masculinist ways of thinking in the discipline? We conclude by expressing our feelings of ambivalence.     

Critical voices from adolescent ‘shape shifters’ – accessing portraits in ‘Becoming Educated’

What young people have to say about schooling can be most revealing, particularly when they expose and challenge the injustices and logic of school policies and practices. This paper captures voices from secondary school students from a school in Victoria, Australia, as part of a research project called Becoming Educated. The paper explores a particular geography of youth around the notion of ‘shape shifter’ as it relates to young people's education in two ways: first, in understanding the changing roles and identities of students as observers of, and participants in, education policies and practices; and second, as a way of interpreting the intent of those who ‘shape’ new ideas and policies to create a kind of ‘temporary alteration of outside appearances for the purpose of deception’ [Merchant, B. 1995. “Current Educational Reform: ‘Shape-shifting’ or Genuine Improvements in the Quality of Teaching and Learning?” Educational Theory 45 (2, Spring): 251–268]. The latter has a particularly significant impact on the former, and this paradox is not one that goes unnoticed by young people.