Keeping it real? Subcultural graffiti,street art,heritage and authenticity

This article considers the implications of framing subcultural graffiti and street art as heritage. Attention is paid to subcultural graffiti’s relationship to street art and the incompatibility of its traditions of illegality, illegibility, anti-commercialism and transience with the formalised structures of heritage frameworks. It is argued that the continued integration of street art and subcultural graffiti into formal heritage frameworks will undermine their authenticity and mean that traditional definitions of heritage, vandalism and the historic environment will all need to be revisited. The article contributes to the current re-theorisation of heritage’s relationship with erasure by proposing that subcultural graffiti should be perceived as an example of ‘alternative heritage’ whose authenticity might only be assured by avoiding the application of official heritage frameworks and tolerating loss in the historic environment.     

Politics and clan rivalry in Somalia

Although Somalis speak one language and belong to the same ethnic group, they are deeply divided along clan lines. These clan and lineage differences have weakened government institutions and led to civil wars. President Siad Barre, now advanced in age, can neither command the respect of major clans nor exercise much power, and his threats come not only from resistance forces, but also from his family and clan. The armed forces, which are run like ethnic militias, are demoralised and poorly equipped, with the result that they are totally unable to stop the civil wars. Due to the segmented nature of Somali society, there is no solution in sight to the country's political problems.     

Issues in improving geography and earth science teacher education: results of the #IPGESTE 2016 conference

Earth Science and Geography teacher preparation has developed to some degree along different lines, despite sharing many of the same issues, especially with regard to challenges in teacher education. The conference “International Perspectives on Geography and Earth Science Teacher Education 2016” wanted to bring together educators from both sciences from around the world together to move the debate about these challenges forward. From the research presentations and the discussion during and after the conference, several issues emerged: (1) the importance of the two subjects not losing sight of each other; (2) the need to overcome language barriers; (3) the question of standards/objectives for geography teacher education (e.g. with regard to teachers’ (P)CK); (4) media used in teacher education (including ways to improve them); (5) ways to improve learners’ geography and earth science content knowledge; and (6) strategies to increase teachers’ professionalism. We already suggest some specific steps teacher educators in the two fields can take to improve teacher education. Yet, it also became clear that more research and strengthening international collaborations are needed, as well as better communication of the results of these efforts to practitioners.     

The Legitimacy of Nostalgia

In Fractured Republic, Yuval Levin criticizes nostalgia as obstacle to conservative reforms. This essay defends nostalgia as a indispensable element of politics. Rather than dismissing nostalgia, we should attempt use it, guided by the virtue of prudence. Shakespeare, Tocqueville, Mencken, and Dos Passos provide models of this prudent nostalgia.