Learning in districts: Novelty and lock-in in a regional context

This paper deals with the constraints and risks of learning in different types of spatial concentration of related industries and firms. We aim at a better understanding of what makes the difference between local lock-in on the one hand and ongoing creation of novelty on the other. To achieve this purpose, we use Nonaka and Takeuchi's (1995) treatment of knowledge conversion processes and Nooteboom's (2000) cycle of discovery. Hence, we are able to clarify the concept and nature of learning, which in turn provides a basis for specifying different learning effects of two prototypes of spatial concentration: Marshallian and dynamic industrial districts. We show that these two types of industrial districts have multiple, different, and complementary functions in terms of knowledge conversion and knowledge creation. Hence, we can explain why spatial concentration can have positive and negative effects for learning and innovation, and how lock-in can be avoided.     

Rethinking the Analysis of Ethnic Residential Patterns: Segregation,Isolation, or Concentration Thresholds in Auckland,New Zealand?

Data from the 1996 New Zealand Census on ethnicity in Auckland Urban Area are used to illustrate a new approach to measuring spatial separation. The traditionally employed single‐number indices are found wanting and a method based on thresholds is introduced. This provides more detailed information on the geography of ethnic groups that is consistent with the requirements for testing hypotheses regarding the relationship between social and spatial distance. The results show that (with a few exceptions) Polynesian groups were more encapsulated groups in Auckland than were Asian and European groups, and that most of the European groups—along with the “host society,” the New Zealand Europeans—were not spatially exposed to members of the Polynesian and Asian groups.     

A new approach for geomagnetic archaeointensity research: insights on ancient metallurgy in the Southern Levant

We present results from an archaeointensity investigation based on a relatively unexploited recording medium, copper slag deposits. Together with a recently improved experimental design for the archaeointensity experiment, we demonstrate the applicability of this medium, as well as other archaeometallurgical artifacts, for the study of the ancient geomagnetic field intensity. In addition to archaeointensity data from well-dated archaeological contexts, we obtained reliable archaeointensity results from poorly dated or contentious archaeometallurgical sites in the Southern Levant. These results shed new light on the dating of these sites, among them the copper smelting installation of Timna 39b – a site that has important implications for the beginning of metallurgy during the fifth millennium BCE. The paper also aims to introduce archaeointensity research to the archaeologist scholar, and to encourage further collaboration between the disciplines in future research.     

Positional issues, valence issues and the economic geography of voting in British elections

A body of research has built up in recent years linking thechanging geography of party support in British elections tovariations in the country's economic geography. Consistent withthe economic vote model, government support has been shown tobe higher than average in affluent areas and lower than averagein poorer areas. However, the great majority of such studieshave concentrated on elections between 1979 and 1997, a prolongedperiod of one-party rule. This article argues that this meansexisting research cannot differentiate between the very differentpredictions of positional and valence approaches to economicvoting since both suggest identical outcomes during Conservativeadministrations. By contrasting a period of Conservative rulewith a period of Labour rule, however, the article providesa test of the competing claims of the positional and valencearguments for an understanding of Britain's electoral geography.     

The segregation of generations: ancestral groups in Sydney, 2011

Most models of immigrant minority enclave formation in cities represent their situation as relatively transient elements in urban residential mosaics. As minority group members become both economically integrated and socially–culturally assimilated into the host society, so they move away from the enclaves where they initially concentrated. Such shifts are especially likely in the second and later generations of group members, who are more likely to overcome the disadvantages experienced by many of the original settlers with regard to human capital. This paper evaluates that model using data on the residential distributions of three generations of those claiming one of 19 different ancestral groups in Sydney in 2011, at four nested spatial scales, deploying a recently developed inferential method for evaluating the intensity of residential segregation. The findings are not consistent with the model: in general, members of the second and third generations in any ancestral group are as segregated as the first generation (that is, those born outside Australia) at both regional and neighbourhood scales.     

An Imperial Vision: The American Presence at European Trade Fairs

Book reviewed in this article:
Robert H. Haddow, Pavilions of Plenty: Exhibiting American Culture Abroad in the 1950s     

Authors, Editors and Authority in the Postmodern Academy

Textbooks are presented, by their authors and publishers, as authoritative statements regarding the nature of a scientific discipline or sub-discipline: in Kuhn's words, they are the "vehicles for the perpetuation of normal science." One of the main contributions of postmodern and poststructuralist thought, however, has been to challenge the nature of power and authority in the academy, a challenge that has been widely taken up in contemporary geographical research. There has been much less impact on textbook production and other teaching resources, however, where the "authority of the disembodied scholar" still holds sway. This is illustrated with respect to readers, collections of both original and reprinted pieces (the latter often in abridged form) where editorial authority ("this is what I think you should read") is frequently as firm as its predecessor, authorial authority. The reasons for this are sought in contemporary developments in higher education.