Struggling Pasts: A Commentary

This commentary is organized into three parts. The first discusses the papers presented in this volume, notably divided into two themes: those that looked at past struggles and those that look at struggling in the present. The second part deals more critically with the unifying analytical theme of the papers: a dialectical approach to historical archaeology and how it can be implemented through the theory of internal relations. The final section of this commentary takes this idea and applies it to the archaeology of landscape and the production of social space.     

Territorializing Armenians: geo‐texts,and political imaginaries in French‐occupied Cilicia, 1919–1922

This article examines the petitions, letters, opinion pieces and scholarly works that Armenian intellectuals generated to convince French decision‐makers to carve an Armenian nation‐state out of Cilicia (present‐day southern Turkey). This colonial encounter took place within the process by which European powers dismembered the defeated Ottoman state following the First World War. These “geo‐texts”—textual representations of territory and population—were strategic attempts at adjusting the parameters of French imperialism, and thus tapped into French notions of history and ethnology to make a case for an Armenian state. First, I show how Armenians adopted and inflected French epistemologies to depict their ancient homeland. Then, I trace the shift from a representation based on historical commonalities between the Armenians and French to one that stressed the ethnological specificities of Armenian nation and territory. Finally, I argue that the static notions of territory, text and population that lobbyists produced continue to fuel scholarly debate over the confessional and ethnic make‐up of Cilicia. This study on “geo‐texts” provides insights into how, at a certain historical moment, differences and similarities among people, both within a society and between societies, are established in text.     

Improving energy literacy through student-led fieldwork – at home

“Energy literacy” is of great interest to those researching sustainable consumption, particularly with regard to its relationship to domestic energy use. This paper reflects on the pedagogic aspects of fieldwork recently carried out by undergraduate geography students in their own homes to assess energy-related technologies and practices, and how these come together into a singular, aggregated number produced by the energy meter. Conceptualising energy literacy as comprising cognitive, affective, and behavioral domains, we evaluate the experiences reported by the students, and discuss next steps in expanding the exercise and learning.     

Tackling gender inequalities in music: a comparative study of policy responses in the UK and Sweden

Cross-disciplinary research has highlighted the persistence of gender inequalities across music scenes. However, the way in which cultural policy shapes responses to gender inequalities in music has been relatively underexplored. This article draws on research from Swedish and UK contexts, supporting analysis with reference to 9 key-stakeholder interviews from both. Comparing perspectives from ‘more’ and ‘less’ gender-equal contexts, with sufficiently different cultural policy traditions, the article explores how responses to gender inequalities in music are influenced by ‘cultural democratic’ and ‘arm’s length’ approaches. It demonstrates that, as a result of these traditions, there is a comparatively more interventionist approach in Sweden at a national level, whereas the lack of central government response in the UK has encouraged more market-oriented solutions. It suggests that this ‘arm’s length’ approach necessitates different grassroots organisational strategies in order to affect change but notes that these, alongside austerity agendas, are insufficient in the long term.     

Augmenting the landscape scene: students as participatory evaluators of mobile geospatial technologies

This paper provides a two-phase study to compare alternative techniques for augmenting landscape scenes on geography fieldtrips. The techniques were: a pre-prepared acetate overlay; a custom-designed mobile field guide; a locative media app on a smartphone; a virtual globe on a tablet PC; a head-mounted virtual reality display, and a geo-wand style mobile app. In one field exercise the first five techniques were compared through analysis of interviews and student video diaries, combined with direct observation. This identified a particular challenge of how to direct user attention correctly to relevant information in the field of view. To explore this issue in more detail, a second field exercise deployed “Zapp”, a bespoke geo-wand-style app capable of retrieving information about distant landscape features. This was evaluated using first-person video and spatial logging of in-field interactions. This paper reflects upon the relative merits of these approaches and highlights particular challenges of using technology to mimic a human field guide in pointing out specific aspects of the landscape scene. We also explore the role of students acting as design informants and research co-participants, which can be mutually beneficial in promoting a critical appreciation of the role of technology to support learning about the landscape.