‘Oh motherland I pledge to thee …’: a study into nationalism,gender and the representation of an imagined family within national anthems

In this paper, we argue that beyond understanding nations as imagined communities, the metaphor of an ‘imagined family’ or ‘filial community’ is a more useful concept towards understanding links between gender and nationhood as family relations in four ways: (1) providing a clear, hierarchical structure; (2) prescribing social roles and responsibilities; (3) being linked to positive affective connotations; and (4) reifying social phenomena as biologically determined. In order to empirically substantiate our claim, we will explore the prevalence and use of family metaphors in a key symbol of nationhood discourses. Through a qualitative analysis of national anthems as ‘mnemonics of national identity’, we demonstrate the widespread presence of family metaphors, discussing how they reproduce ideas of family and gender. Finally, we discuss how the ‘imagined family’ as present in anthems and other forms of national representation could inform future studies of nationalism and national politics.     

A toolkit to implement graduate attributes in geography curricula

This article uses findings from a project on engagement with graduate outcomes across higher education institutions in New Zealand to produce a toolkit for implementing graduate attributes in geography curricula. Key facets include strong leadership; academic developers to facilitate conversations about graduate attributes and teaching towards them; ownership of the process by the teachers; the development of a contextualized set of graduate attributes for the geography degree; curriculum mapping to promote alignment between graduate attributes, learning outcomes and assessment tasks; incorporating high-impact educational experiences and signature pedagogies to foster graduate attributes; the use of evaluative data to inform continual enhancements; and allowing at least five years for curriculum renewal to occur.     

Assembling the Austrasian Letters at Trier and Lorsch

This article is a reconsideration of the Epistulae Austrasicae. We critique the widespread notion that the constituent letters were compiled by a courtier in the late sixth century at Metz as a book of models for use in the Austrasian chancellery. We argue instead that a monk from the monastery of Lorsch assembled the letters in the early ninth century from individual exemplars and groupings that he found in archives at Trier. We conclude by outlining some implications of this rereading for the edition and interpretation of the letters as sources for the Merovingian period, and point out some avenues for future research on their reception in the Carolingian period.     

Clowning and tragic clowning: Miguel de Unamuno as a funny writer

ABSTRACT

The present study considers the role and function that humor has in Unamuno's intellectual and literary universe. It traces Unamuno's attitude toward humor to his reading of the Spanish character in En torno al casticismo (1895) and to his dialogue with the figure of Don Quixote, as found in Vida de Don Quijote y Sancho (1905) and Del sentimiento trágico de la vida (1912). Finally, it looks at the theory of humor offered in the novel Niebla (1914) and also at the role that humor played in Unamuno's later political writings, especially those of exile (1924–1930).     

Expectation,motivation, engagement and ownership: using student reflections in the conative and affective domains to enhance residential field courses

Residential field courses are important and should be designed and delivered to maximize their value to students, staff and institutions. In this context, we use a novel approach involving analysis of the daily affective and conative reflections of students immersed in the field course experience to better understand student engagement with fieldwork. We show that students base their field course choice on a range of factors (costs and benefits) and that these choices subsequently influence student expectations and motivation to engage with fieldwork. We also show that the motivation of students to engage with fieldwork-based learning varies from person to person and from day to day. Our findings suggest that having a more nuanced understanding of the decisions students make when deciding which field course to enrol upon would enhance our ability to design attractive, accessible and useful field courses; that having an awareness of the expectations of students around field courses would enable us to better prepare them to undertake them; and that students are more motivated when they are afforded an opportunity to work independently and perceive themselves to have ownership of their learning.