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Agricultural and rural land has become the site of considerable policy, governmental and scholarly concern worldwide because of violence and dispossession, food insecurity and contests over private property regimes. Such issues are highly gendered in territories with majorities of indigenous populations where overlapping legal regimes (statutory, multicultural, customary) and histories of dispossession have created complex spatialities and access patterns. States' formalization of indigenous rights, neoliberal restructuring and land appropriation are the backdrop to Ecuadorian women's struggles to access, retain and pass on land. Despite a burgeoning literature on Latin American indigenous territories, women are often invisible. Using collaborative research among two indigenous nationalities, the article analyses the political–economic, legal and de facto regimes shaping women's claims to land and indigenous territory. Focusing on Kichwa women in the rural Andes and Tsáchila women in a tropical export-oriented agricultural frontier area, the article examines the criteria and exclusionary practices that operate at multiple scales to shape women's (in)security in tenure. Women's struggles over claims to land and territory are also discussed. The article argues that Latin America's fraught land politics requires a gendered account of indigenous land–territoriality to unpack the cultural bias of western feminist accounts of multiculturalism and to document the racialized gender bias across socio-institutional relations. 相似文献
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Sarah Cefai 《Gender, place and culture : a journal of feminist geography》2014,21(5):650-665
This article seeks to understand the production of lesbian space in the TV series The L Word (TLW) (Showtime 2004–2009). To do so, it departs from theories of the lesbian gaze to discuss the visibility of feeling. Specifically, I consider how TLW represents the visibility of feeling as constitutive of lesbian bodies, communities and spaces. In TLW, real spaces (actual locations) fold into virtual ones (on screen) in a deliberate construction of televisual lesbian space. TLW implicitly reflects and is embedded within real-life configurations of lesbian space. I identify four excerpts from the series – ‘gay LA’, ‘the pool’, ‘Olivia cruise’ and ‘High Art’ – that problematise lesbian visibility by foregrounding the relationship between feeling and place. Permission to feel, represented as permission to look, reproduces community as the threshold of lesbian identity. Critical to understanding this production of lesbian space is the way in which TLW associates feeling with social relationships as vividly depicted by ‘the chart’, a representational motif that maps lesbian sexual relations and the intelligibility of lesbian feeling. Finally, I develop my account of lesbian visibility through the example of the facial expression of feeling, at once a demonstration of the visible embodiment of lesbian feeling, and the intelligibility of lesbian space. 相似文献
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Sarah L. Holloway 《Children's Geographies》2014,12(4):377-392
This keynote explores the changing nature of children's geographies as an academic project. It proceeds in four parts. Part 1 considers the shift away from research on children's spatial cognition which envisaged the child in largely biological terms, and contemplates contemporary efforts to rework the nature/culture dualism. Part 2 traces the incorporation of new social studies of childhood into geography, emphasising the importance of children's voices, their positioning within axes of power, and the need for quantitative and qualitative methods. Part 3 explores how feminist research led to interest in parents, educators and other actors/institutions which shape, and are shaped by, children's lives. Part 4 ponders what children's geographies might add to, and learn from, broader interdisciplinary debates, and the benefits and pitfalls of research impact. The conclusion argues that a well-informed appreciation of sub-disciplinary history provides a strong vantage point from which to engage with new ways of thinking. 相似文献
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Sarah Brouillette 《Irish Studies Review》2007,15(3):317-331
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Kathrin Viehrig Daniel Siegenthaler Samuel Burri Sibylle Reinfried Sarah Bednarz Marian Blankman 《Journal of Geography in Higher Education》2019,43(3):299-322
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. 相似文献