A pilot study of “black chert” sourcing and implications for assessing hunter-gatherer mobility strategies in Northern England

Mesolithic hunter-gatherer logistic strategies and raw material procurement locales have been topics of considerable interest in northern England, accelerated by the early discoveries at Star Carr. Here we present the results of a pilot study investigating the potential for geochemically sourcing “black chert”, a material with similar qualities to flint but of inland limestone origin, using ICP-AES, ICP-MS and LA-ICP-MS. Several geological sources of black chert are known, and it is commonly present at upland Mesolithic sites along the Pennine chain. Four geological sources were sampled and analysed, along with a small sample of black chert artefacts from two upland Pennine archaeological sites. The results demonstrate that the four sampled sources can be easily differentiated from one another chemically. This research reveals the potential to apply this approach at a larger scale; the archaeological sample together with the source results indicate that additional sources will need to be identified and sampled before such data can be applied to address current questions of the Mesolithic of northern England.     

Academic work as radical practice: getting in,creating a space,not giving up

This paper makes three key points. First, beginning with a personal narrative on the radical practice of getting into the academy, it argues that scholars with non‐traditional academic trajectories must still be able to be competitive in employment rounds. Second, it outlines three particular pedagogies of radical practice: focussing on subjectivities; using local languages; and developing peer learning. Finally, it argues that active scholarly citizens bring intellectual agility that allows for creative, imaginative, and just development thinking and practice.     

Facetiming common worlds: exchanging digital place stories and crafting pedagogical contact zones

ABSTRACT

Children, educators, and researchers at a child care center in Victoria, Canada and Melbourne, Australia have been collaborating on an early childhood education pedagogical inquiry project that grapples with children’s relations with place and technologies. Resisting narratives of environmental stewardship and instrumental digital education that dominate in the settler colonial contexts of contemporary Canadian and Australian early childhood education, this article shares stories, practices, questions, and tensions generated within the inquiry. After outlining how we think with Facetime on iPhone within a common worlds pedagogies framework, we detail two practices generated in the inquiry: (1) exchanging digital place stories and (2) crafting pedagogical contact zones with place and technologies. These practices, we argue, make visible how our collaboration reconfigures children’s relationships with place and technologies in consequential ways, and risks generating uneasy, unfamiliar, and tentative pedagogies that respond to messy entanglements within digital, more-than-human common worlds.     

Feminist geographies in Aotearoa New Zealand: cultural,social and political moments

Abstract

Aotearoa New Zealand is a nation of promise, potential and enigma: it was the first country in the world where women gained the vote in 1893 and now boasts the youngest woman world leader in 2017. It is also a postcolonial nation where structural racism, homophobia, and sexism persist, yet it has also given legal personhood to a river. Our Country Report foregrounds Aotearoa New Zealand feminist geographic scholarship that responds to, reflects, and sometimes resists such contrasts and contradictions at the national scale. We employ the lens of the 2017 national election to critically engage with current gendered and indigenous politics in the country. Analyzing these politics through three ‘feminist moments,’ our paper highlights the breadth and scope of current Aotearoa New Zealand feminist geographic scholarship and directions.