From policy to platform: the digitization of Danish Cultural Heritage

This article scrutinizes the dominant discursive formations within digitization of cultural heritage in Danish cultural policy, with the ‘Danish Cultural Heritage’ portal serving as a case. The paper analyzes how the portal frames users’ participation potentials and how this relates to the objectives of the portal and official Danish digitization strategies issued in the period of 2007–2015. Furthermore, the article incorporates interviews with experts working with the portal and the digitization strategies in order to gain a closer understanding of the transformation from policy to reality. Even though discourses on participation and user engagement are detected within official cultural policy documents, the dominant discourses are those of administrative and managerial effectiveness and cooperation as well as increased production, innovation, and competition. A similar pattern emerges on the portal, where focus is on digitization and preservation rather than access and use. The interactions between technology, user/usage, and content are thus tailored on premises of ‘read only’ and ‘sit back and be told’ cultures rather than on the user-engaging ‘read write’ and ‘making and doing’ cultures.     

Historical empathy in a museum: uniting contextualisation and emotional engagement

Museums, memorial centres and other heritage institutions use various strategies to evoke an emotional response that serves to elicit empathy with the historical events and actors that are portrayed in exhibitions. To increase historical understanding, however, both emotional engagement with and contextual understanding of these historical figures are needed. Using the concept of historical empathy, this paper examines the continuous interplay between cognitive and affective dimensions of history learning in museums. We conducted a case study at Museon in The Hague, the Netherlands. We studied a learning session on children living through the Second World War, the museum’s strategies employed in the exhibition, the entrance narratives of secondary school students participating in the session and their engagement with the exhibition and with the educational activities. While most of the students did not feel related to WWII prior to their museum visit, the museum managed to engage many of them with personal stories and artefacts and by offering multiple and new perspectives. Our findings underscore the interplay between cognitive and affective dimensions of historical empathy and show that museums can serve as powerful contexts for developing this skill among school students.     

Building Bridges Through Performance and Decision‐making: Schools,Research and Public Engagement

Abstract: This paper uses the impact agenda in the UK to realign debate about the relationship between schools, universities and (human) geography. It positions this debate in systemic tendencies within UK higher education. It argues that, whilst impact can be seen as a further instance of neoliberalism, emphasising the gap between accountability and accounting allows an identification with communicative and reflexive knowledge and, more broadly, critical praxis. The paper draws on a year‐long research‐based collaboration with school teachers and their students involving performance work and the development of decision‐making curriculum materials. It argues that working in these ways with schools can provide the basis for public engagement partnerships between schools and universities and a means to constitute diverse research publics. In these ways, it is argued, a wider sense of impact can be reappropriated, to reclaim the critical subject and to constitute academic value     

Student Engagement Patterns over the Duration of Level 1 and Level 3 Geography Modules: Influences on Student Attendance,Performance and Use of Online Resources

Greater flexibility in delivery resulting from increased use of e-learning will inevitably change the way university students approach studying. Recent studies have examined relationships between attendance, online learning and performance but findings are inconclusive. One concern is that an unintended consequence of placing lecture resources online may be increased absenteeism possibly leading to decrease in performance. This study explores patterns of student engagement across two geography courses. Findings corroborate the importance of attendance as a predictor of performance, demonstrate how assessment influences study behaviour, particularly online, and provide evidence for a need for integrated blended learning designs.     

How are non-geography majors motivated in a large introductory world geography course?

University students who do not declare geography as their major are at risk of poor motivation to learn in an introductory geography class. However, research exploring the role of non-majors' motivation is lacking. This study examines motivational factors impacting non-geography students' engagement and performance. The findings suggest that non-geography majors demonstrate deep engagement when they focus on mastering the content and value geography. Also, when students feel confident of learning geography, they are more likely to demonstrate a high level of achievement. The paper concludes with practical suggestions for enhancing non-geography students' motivation and engagement in an introductory geography class.     

Giuseppe Mazzini and the democratic logic of nationalism

ABSTRACT. This article brings the thought of Giuseppe Mazzini back into the field of nationalism studies, from which it has been largely missing for a half century. It suggests the following: that Mazzini is much more modern and secular than he is usually portrayed; and that his commitment to liberal policies while rejecting liberal principles suggests that the distinction between civic and ethnic nationalism has been misconceived. Nationalism, to Mazzini, was not an end in itself but a means to an end – government of, by and for the people. The demand for such a government was manifested in three popular demands in nineteenth‐century Europe: in the West as democracy, in the East as national sovereignty (the precondition for democracy) and in both East and West as social democracy. Thus nationalism may be instrumental rather than an end in itself, and it may be attributable not to ethnic groups' natural striving for autonomy but to the pursuit of democracy.     

Debating Belarus: A Framing Comment

A British political scientist and eminent specialist on the politics of the post-Soviet states comments on the divergent perspectives offered in the two preceding papers in the symposium on Belarus in the same issue of Eurasian Geography and Economics. He first briefly reviews the diverse approaches to the study of Belarus evident in the academic literature, and the reasons scholars might be led to the country as a topic of study, especially its suitability as a test bed for several issues of importance in comparative studies (e.g., the nature of presidential power and of political "charisma," of governance without political parties, and an economic model that has appeared until now to have resisted the path of accelerated market reform). Probing more deeply, the author identifies issues of the comparative method of particular relevance to the exchange that warrant further investigation, and goes on to present his own survey data (from early 2011 for Belarus and from 2010 in Ukraine and Russia) in an effort to advance the debate on these issues. In concluding, he suggests a line of further enquiry for understanding better the seeming paradox that is Belarus—the role played by retention of "Soviet" institutions (e.g., trade unions, local councils) that offer a means of communication between ordinary citizens and the authorities.     

Engagement and reconstruction in critical research: negotiating urban practice,policy and theory in South Africa

In this paper we examine critical engagement in research in order to rethink and reconfigure binaries such as theorizer and practitioner and theory and practice across South and North. We argue that while we welcome the ‘moral geographies’ literature (and its ideas about ‘caring at a distance’) as a catalyst for forging more beneficial connections between South and North, we suggest this is not enough. Drawing on South African experiences of critical academic engagement in issues of urban geography, we examine moments for innovative knowledge construction that bridge theory and practice. These experiences are used to substantiate a normative argument for ‘inclusive geographies’ through critical engagement in order to break down boundaries between, for instance, theorizers and practitioners, intellectuals and activists, and South and North.     

Re-examining a modern classic: does Putnam's Making Democracy Work suffer from spuriousness?

What makes democratic institutions work efficiently? Robert Putnam argued in Making Democracy Work that a mixture of political participation and immersion in associative and social networks in the community, conceptualised as ‘civic community’ or ‘social capital’, is the explanation. Ever since its publication, many questions have arisen about the validity of Putnam's theory. Among the most relevant concerns stands the influence of the Italian Communist Party on Putnam's empirical tests. This paper aims to fill the gap left in the literature by testing Putnam's hypothesis against the political party in the regional government and the PCI's electoral support. Supporting Putnam, this paper finds that variations in the quality of democratic governments in Italy's regions are a function of civic community even after adjusting for the presence of the Italian Communist Party.