Personality and national identity: How the Big Five relate to civic and ethnic conceptions of nationhood

In recent years, the concept of national identity has recaptured the imagination of public opinion research and with it individuals' conceptions of what it takes to be a “true” member of their nation. This investigation aims to add to the explanation of varying conceptions of nationhood by scrutinising their personality-based foundations. It provides the first systematic analysis of a yet unstudied link between the Big Five personality traits and two ideal-typical conceptions of nationhood: civic and ethnic national identity. Using 18 samples from six European countries (Germany, France, Italy, Switzerland, Spain, and the United Kingdom), each containing around 1000 individuals, we uncover psychological underpinnings of attitudes towards national membership, revealing several consistent trait patterns. We find a negative relationship between openness to experience and an ethnic national identity, while conscientiousness associates positively with the civic ideal type of national identity content. The findings presented extend current understandings of how people conceptualise national belonging and provide evidence that distinct conceptions of nationhood are related to different dispositional foundations.     

It's the Lungfish,stupid: knowledge fights,activism, and the science–policy interface

Since the post‐positivist turn in the 20th century, many scholars and philosophers have argued for the importance of Other Ways Of Knowing – including local, embodied, situated, partial, and indigenous knowledges – in developing a better understanding of the world. This argument has been further stressed by a large subset of scholars working in the fields of geography, policy, planning, natural resource management, and community development, yet in practice, positivism retains its epistemological dominance. Drawing from a case study of a dam proposal at Traveston Crossing, Queensland, Australia, this paper will explore these epistemological tensions from the perspective of those whose first/primary ways of knowing about the issue were marginalised, namely the local activists who opposed the proposal. Using data gathered from document analysis and interviews, the paper will explore how these activists implicitly understood this epistemological marginalisation, how they adopted and employed positivist knowledge and language to further the exposure and credibility of their campaign, how this credibility was mediated by their identities, how they strategically deployed different forms of knowledge at local, national, and international scales, and how their successful navigation of these epistemological tensions was critical to the ultimate success of their campaign.     

Planning with communities in regeneration projects: toward a gendered civic capacity

This article explores the central role that gender plays across a variety of scales in the development of civic capacity among residents of Meonot-Yam neighborhood in Bat-Yam, Israel. The article proposes a new, gendered reading of civic capacity which involves transforming women’s and men’s ways of thinking and acting out of the ordinary in this regeneration project, with the aim of updating and revising the term as related to planning with communities approaches. Using a performative understanding of gender based on feminist poststructuralist analysis to identity knowledge/power and place, we combine the analysis of community and personal scales, looking at ‘paradoxical moments’ to understand how the transformation in power relations has taken place and how civic capacity is developed. We do so by conducting a critical analysis of biweekly meeting minutes and in-depth interviews held over a three-year period (2010–2013). This civic capacity development is particularly important for women who manage to enhance and increase their social capital throughout those years.     

The legitimisation of clicktivism

Is clicking ‘Like’ on Facebook a legitimate form of political participation? Is changing your profile picture or sharing an online article politically meaningful? It is undeniable that such actions can be politically-themed, but whether they amount to what we term ‘political participation’ remains contentious. This article explores the legitimacy of clicktivism as a political act, arguing that legitimacy be understood as multifaceted. To this end, the paper develops a series of lenses by which to explore the theoretical boundaries of these emerging actions. These are: the adherence of the action to tradition avenues; the acceptance of the action, and belief in that action; and, the intentionality of the action, and the context in which it is situated.     

Eating Archaeology: Experimenting with Food in Public Outreach

Public engagement is becoming increasingly common practice in archaeological projects, capitalizing on the interactions of field archaeologists with local communities as well as with the descendants of the people under study, in a variety of ways: from the use of social media to engaging the local public with onsite presentations and exhibitions. However, public engagement efforts are often less robust when archaeologists return to their home institutions, with most of the researchers’ time and energies spent fulfilling their academic duties. Interactions between archaeologists and their local communities — those closer to their home institutions — are often minimal, creating insular university departments. To secure a future as a vibrant, relevant field of research, archaeology must develop greater interest and skill in engaging with its neighbours both within and outside the academy. The study of past meals and foodways provides an exceptional avenue for public outreach, which in turn is further enhanced through fruitful collaboration among various university departments and museums. Here we present the results of the multidisciplinary outreach project ‘Eating Archaeology’, designed with the intention of building collaborations across disciplines and a new narrative with which to engage the public.     

EDITORIAL

In undergraduate geography programs in the United States there is increasing demand for students to be prepared for real-world project management and to possess strong GIS technical skills and cartographic communication skills upon graduation. There is, however, limited time and opportunity within the framework of traditional undergraduate programs to offer this type of hands-on training while simultaneously increasing conceptual and theoretical knowledge and improving technical abilities. This article outlines a framework for integrating community partnerships into real-world GIS learning opportunities for undergraduate students. Our primary objective is to provide an active learning opportunity that mimics a real-world project scenario within the Geography Department's undergraduate GIS curriculum.     

Student–staff partnerships in learning and teaching: an overview of current practice and discourse

ABSTRACT

Student–staff partnerships in learning and teaching are not a new idea but have seen a growing interest and momentum in recent years. In this article, I provide an overview of the background and context of increased student–staff partnerships, a definition of partnership and some of the benefits. I highlight several examples of practice from different countries, universities and disciplines, and involving different numbers of students, which help to illustrate some of the variety of what is possible in student–staff partnerships in learning and teaching but also some of the challenges. I will focus on key ideas currently being debated in student–staff partnership work in the form of theoretical framing; contested definitions; mixed motivations and concerns about partnership being co-opted by neoliberalism; the imperative of inclusion; and the role of student–staff relationships. I conclude by considering what ways geographers might contribute to future research and practice, by offering some practical strategies for establishing and maintaining good quality partnerships in learning and teaching and with suggestions for enhancing the community and culture within which we operate.     

Field-based learning: the challenge of practising participatory knowledge

In 2009, Geography at National University of Ireland, Galway, launched a new taught master's programme, the MA in Environment, Society and Development. The vision for the programme was to engage students in the analysis and critique of the array of interventionary practices of development and securitization in our contemporary world. A range of modules were set up focusing on a number of interrelated concerns, including “geopolitics and security”, “environment and risk” and “managing development”. These core themes are approached from a number of critical perspectives, including political ecology, critical geopolitics and political economy. A key additional aim from the outset was to go beyond solely academic critique to consider participatory forms of development knowledge and practice that can emerge from “field-based learning”. To this end, a module entitled “field-based learning” was initiated, involving a 12-week seminar course in Galway, followed by a week-long fieldwork programme in Sarajevo, Bosnia and Herzegovina, where each year approximately 15 students intersect with the development work of local community leaders, the UN, EU and a variety of NGOs, civil society organizations and public advocacy groups. In this paper, we outline some of the key challenges of initiating and practising such a grounded and often unsystematic approach to learning in the field. We reflect, in particular, on the complexities involved in seeking to facilitate and practise critical participatory knowledges that comprise both academic and civic engagement values.     

The spatial practice of public engagement: ‘doing’ geography in the South Wales valleys

This paper explores the spatial practices of public engagement through the consideration of an audio walk project that took place in Ebbw Vale in the summer of 2010. In the current political climate public engagement is often seen as a universal good, a way of demonstrating the productive dialogues that exist between ‘experts’ and their manifold publics. As studies in science communication have shown, however, this is a little misleading, for the term ‘public engagement’ masks a great diversity of projects and initiatives, which vary in the degree, methods and effectiveness of their engagement. In this paper, we argue that what is missing from many of these critiques is an attentiveness to the ‘placing’ and ‘spacing’ of our public engagement practices: where we work, who we work with and how we work all affect the nature, meaning and effectiveness of public engagement. Drawing on the idea of spatial practices, this paper explores the situated doing of the Ebbw Vale audio walk project.     

Tracing the Roots of Municipal Archaeology in St Augustine,Florida: The Story of How ‘The Oldest City’ Connected Archaeology,Local Government,and the Public

Abstract

This article explores the history of public archaeology in St Augustine, Florida, and identi?es lessons that may be useful for archaeologists looking to develop a stronger relationship with the public. The City of St Augustine has developed an archaeology ordinance, it keeps an archaeologist on staff, and it boasts a grassroots non-pro?t organization dedicated to supporting archaeology in the city. This framework is the result of a conversation that has been taking place within the community since the 1930s. As public archaeologists seek new ways of establishing long-term relationships with community groups, this exceptional programme, which only exists because of community support, provides insights into how to build those relationships on a solid foundation.