Claiming Space: Aboriginal Students within School Landscapes

There is an emerging body of theoretical, historical and design research that examines the ways in which race and cultural identity are understood to be produced and represented in the landscape. Yet, there remains a dearth of research examining both the historic and contemporary effects of race upon the development of school geographies. This paper has two broad purposes. It highlights the experiential aspects of racialized geographies within schools and, at the same time, it grapples with the processes that maintain or challenge the spatial conditions for the construction of whiteness. Drawing upon in-depth case study research this paper highlights the experiences of Aboriginal students and staff at four different schools, with a particular focus on cross-cultural schools, in Manitoba, Canada.

What is needed is a concept of landscape that helps point the way to those interventions that can bring about much greater social justice. And what landscape study needs even more is a concept of landscape that will assist the development of the very idea of social justice. (Henderson, 2003, p. 196)     

Changing recess geographies: children’s perceptions of a schoolyard renovation project promoting physical activity

ABSTRACT

Insights into children’s perceptions of their changing recess geographies are absent. The current paper provides qualitative evidence from 5 renewed schoolyards by investigating children’s perceptions of their new schoolyards. Ten focus groups (2 at each school) including go-along interviews were conducted, in total 57 4 to 8 graders (28 girls). The functional aspects of the altered child–environment relationship were assessed using Gibson’s concept of affordance, and changes in the meanings ascribed to the schoolyards by the children were studied by engaging a concept of place. Our findings reveal that schoolyards offering multiple potential affordances for physical activity seem more likely to engage a broader group of children in recess physical activity. The analysis, however, could point to a difference between places designed for children’s play and places where children actually play. To optimise actualisation of the potential affordances for recess physical activity, involving children throughout intervention planning and decision-making is crucial.     

旅游乡村治理演变机理及模式研究——陕西袁家村1949-2019年纵向案例研究

乡村治理是乡村研究的显题，研究发展新兴产业的乡村治理对振兴乡村意义重大，但较为匮乏。本研究基于对陕西省袁家村1949—2019年的治理历程的梳理，探讨旅游乡村治理的演变机理以及成功模式。研究发现：①中国乡村治理经历“宗族自治”、“寡头他治”两个阶段，良性的治理模式需要内生动力和外生要素的共同作用。②旅游乡村治理的主体更加多元、目标更聚焦于集体发展、机制更追求正义、系统更不稳定。③有效的旅游乡村治理需要构建“集体共治”模式和动态开放的治理系统，注重社区精神的约束力，促进旅游乡村发展健康可持续。     

A visual ethnographic pilot study of school travel for families living with childhood disability

ABSTRACT

Children’s school transport has become a major research focus over the past 20 years, particularly within the fields of planning, transport geography, and children’s geographies. However, this work has rarely considered children living with disability. This article presents the pilot component of a visual ethnographic study about school transport within families living with childhood disability. It explains why we piloted the study, details the pilot process, and presents lessons learned from piloting the study with two families of children living with different mobility needs. The lessons largely concern the design of interview guides and the interviewing process, as well as the development of an adaptive photo kit to enable children’s independent participation. The article shows how piloting qualitative studies, particularly those involving disabled children, can be invaluable in terms of improving data collection technologies and logistics, as well as enabling inclusive participation.     

金石学在现代中国考古学中的表达

本文将考古学与金石学的关系分为三个时期,首先,从源头上探明金石学与考古学内在学理上的相似甚至一致之处;其次,阐明考古学进入中国的前后,金石学是怎样起到了铺垫作用,并且对考古学的走向产生了怎样的影响;第三,金石学,乃至其背后的史学、经学背景,仍然影响着现代中国考古学的许多方面,体现在报告编写的思路、论文题目的选定等……     

Urban experimentation and institutional arrangements

ABSTRACT

Currently little is known about how institutional arrangements co-evolve with urban experimentation. This paper mobilizes neo-institutional literature and recent urban experimentation literature as a framework to explore how and why institutional arrangements differ across urban contexts. Empirically the paper focusses on smart city initiatives in Amsterdam, Hamburg and Ningbo. These three cities are frontrunners in adopting a comprehensive smart city agenda, but they do so in different ways. The paper examines regulative, normative and cognitive elements of institutional arrangements, explores how they shape experimentation, and reflects on their place-based specificities. The comparative analysis suggests that the focus of, and approach to, experimentation can be understood as resting in a (possibly unique) combination of strategic agency and dynamics at multiple spatial scales.