DEVELOPMENT,FRENCH NEOCOLONIALISM,AND THE STRUCTURE OF THE TUBUAI ECONOMY

The contemporary structure of the rapidly modernizing Tubuai economy (French Polynesia) is examined and it is argued that specific local structures, notably a strong subsistence-oriented productive sector and a system of collective (familial) land holding, are not ‘traditional’ vestiges of the past, but are actively integrated components of the modern rural household economy. Their functions and utility to islanders are generated as external, neocolonial inputs and interact with local conditions and islanders' own goals and priorities. These internal structures play a significant role in negotiating islanders' particular adaptation to integration into the French/Territorial capitalist economy and to externally-planned ‘welfare and subsidy-oriented’ agricultural development programs.     

Community Driven Development,Collective Action and Elite Capture in Indonesia

In response to the well documented limitations of top‐down, modernist and authoritarian approaches that have dominated development, practitioners and academics increasingly promote more community‐based approaches. The World Bank uses the term ‘community driven development’ to describe projects that increase a community's control over the development process. In an analysis of a community driven poverty alleviation project in Indonesia, this article examines the vulnerability of such an approach to elite capture. The expected relationships among a community's capacity for collective action, elite control over project decisions and elite capture of project benefits were not found. In cases where the project was controlled by elites, benefits continued to be delivered to the poor, and where power was the most evenly distributed, resource allocation to the poor was restricted. Communities where both non‐elites and elites participated in democratic self‐governance, however, did demonstrate an ability to redress elite capture when it occurred.     

These are not ‘regular places’: women and gender studies classrooms as heterotopias

This article questions the transformative potential of women and gender studies classrooms through a discussion of student experiences of privilege and oppression in these spaces. Using in-depth interviews with 22 undergraduate students from two contrasting Canadian universities, this article explores how women and gender studies classrooms function as heterotopias or ‘other places’ – sites that challenge ‘regular’ places outside of the academy. Critically analyzing student experiences illustrates to how the intersections of space/location, power, and identities inform notions of privilege and oppression within these classrooms. Analysis of the participants' reflections points to how it is through these ‘other places’ that students are able to recognize identities that were once unknown to them, become conscious of their embodiments via feelings of worry and discomfort, and question their sense of place in the classroom. It is because of these findings that this research functions as a call to instructors regarding the need to prioritize student experiences, so as to be able to critically reflect upon the social and academic significance of women and gender studies classrooms.     

Craven and the Elizabethan Settlement: Diverging Confessional Identities, 1580–1603*

During the second half of Elizabeth's reign the imposition of the Settlement and its compliance within the Craven region of the West Riding of Yorkshire gave rise to increasingly divergent religious identities. Initially, recusant numbers increased despite the introduction of more draconian measures to combat Catholicism after 1580. Catholicism became clandestine. Craven's location next to conservative Lancashire facilitated the movement of itinerant priests to serve the separate Catholic community of interrelated lower gentry and their households. Concurrently evangelical clerics, planted to encourage the acceptance of the Settlement, opposed the hierarchical Elizabethan Church, objecting to its retention of clerical dress and sacramental rituals. This Puritan dissent gave rise to nonconformity and a more radical interpretation of the Reformed Church of England. However, by 1603 the majority in Craven had conformed to the Settlement, but continuing Protestant dissent would culminate in sectarianism in the next century.     

"Sophisticated People Versus Rednecks": Economic Restructuring and Class Difference in America's West

In this paper, we argue for the importance of constructing a human geography of white class difference. More particularly, we present a theoretical framework for understanding the cultural politics of class and whiteness in the context of rural restructuring. We theorize these politics through an examination of the national discourse of redneck that has emerged in the US. We analyze the term "redneck" as one of several rhetorical categories that refer to rural white poor people. We argue that while various terms are employed in geographically specific ways and cannot be used interchangeably, they nonetheless function similarly in positioning the white rural poor. Our examination of redneck discourse exemplifies these processes and points up the need for a broader analysis of representational strategies that reinforce class difference among whites. Drawing upon three case studies of white rural poverty, we deconstruct these imagined rural spaces by situating discourses about white rural poor people in the context of geographically specific political economies of power and social relations in Kentucky, Florida, and Washington. These case studies, as well as the national discourse of redneck, represent rural poverty as a lifestyle choice and as an individualized cultural trait. Abstract rural spaces are construed as poor, underdeveloped, and wild; rural, white poor people are represented as lazy, dirty, obsolescent, conservative, or alternative. A focus upon the political economy of community resource relationships and the construction and reproduction of redneck discourses reveals how exploitative material processes are justified by naming others and blaming the persistence of rural poverty upon the poor themselves.     

Understanding children’s neighbourhood destinations: presenting the Kids-PoND framework

ABSTRACT

Children interact with and are greatly affected by their neighbourhoods. This research aims to understand the places children go in their neighbourhood and their perceptions of them. A child-centred approach was used to map destinations and ask open-ended survey questions, using Maptionnaire (a public participation geographic information system (PPGIS) mapping software). Overall, 1102 children aged 7–13 years, from 19 schools in Auckland, New Zealand participated. PPGIS destinations were mapped with parks, unhealthy food outlets and advertising to contextualise children’s neighbourhood destinations. We developed and present here the Kids-PoND (Kids- Perceptions of Neighbourhood Destinations) framework for understanding children’s perceptions and use of neighbourhood destinations. We found parks with a variety of options for active play and socialisation are important to children as are shops where children consumed unhealthy food and drink. Our findings have implications for public health, town planning, children and their parents and schools.