Candid Lying and Precocious Storytelling in Victorian Literature and Psychology

By comparing Frances Hodgson Burnett’s A Little Princess (1905) with contemporaneous psychology and canonical literature, this article suggests that children’s literature complicates our understanding of nineteenth-century discourse about precocity. In much canonical literature of the Victorian period, the precocious child is an agent in a narrative of adult redemption. In Victorian child psychology, childhood storytelling was associated with lying and with moral insanity; adult stories are, implicitly, true by contrast. Both discourses thus reduce the precocious child to the role of agent in the tacit truth of adult stories; many such nineteenth-century scientific and literary studies of precocity are therefore, more essentially, studies of the adult reflected in the precocious child. A Little Princess, in contrast, is concerned with the experiences and perspective of its precocious child protagonist, Sara Crewe. Through this focus on the child herself, A Little Princess suggests that the position of the precocious child in contemporary discourse is a result of the threat she represents to the adult, and to the supposed truth of adult stories. Sara Crewe obviates the moral difference between adults’ stories and children’s stories, and between truth and deceit, upheld in contemporary psychology. She therefore undermines the difference between adult and child which informed debate about precocity in canonical fiction and psychology of the Victorian period. In A Little Princess, this transgression of boundaries is a productive, enabling, and even moral act.     

Participative critical enquiry in graduate field-based learning

This paper outlines a critical pedagogic approach to field-based learning (FBL) at graduate level. Drawing on student experience stemming from a FBL module and as part of an MA programme in Environment, Society and Development, the paper addresses the complexities associated with student-led, participative critical enquiry during fieldwork in Sarajevo, Bosnia-Herzegovina. The paper examines emerging student discourses through a group assessment and a series of individual reflective journals. Both are contextualised in relation to FBL module learning outcomes. Finally, aspects of fieldwork influencing the feasibility and effectiveness of participative critical enquiry as a field-based pedagogic endeavour are considered.     

Time Ni Hota Hai: time poverty and food security in the Kumaon hills,India

This article investigates food and nutritional security (FNS) in a sub-Himalayan North India community, and argues that socio-spatial policies and practices naturalize a discourse that places women in a position where they are responsible for an inequitable share of both productive and reproductive labor. As a result, women are often unable to properly perform FNS practices. Paradoxically, insecurity increases when there is more agricultural labor and thus less time for food preparation, a notion itself that is productive of anxiety and further compounds poor FNS practices. NGO and government programs implicitly reinscribe these gendered labor burdens through exclusively targeting women, educating them to be ‘better’ housewives and mothers. While simple solutions and an educative approach were the dominant activities, these organizations also constitute the home as a delimiting social space for development and seek to empower women through livelihood diversification and employment activities. While these programs provide women new spaces with which to forge social relations and develop different sets of knowledge outside the home, without a renegotiation of household labor burdens, these novel commitments oftentimes exacerbate women’s existing workloads at home. This analysis suggests that while FNS programs and policies might sometimes lend short-term relief to FNS, the greatest threat to FNS comes from the ways that the home spaces of women and their household work are devalued through development practices. This results in a lack of gendered labor time to adequately prepare food, thereby contradicting the policies’ stated objectives of reducing food insecurity.     

Reimagining GIScience for relational spaces

A mismatch between largely absolute Newtonian models of space in GIScience and the relational spaces of critical human geography has contributed to mutual disinterest between the fields. Critical GIS has offered an intellectual critique of GIScience without substantially altering how particular key geographical concepts are expressed in data structures. Although keystone ideas in GIScience such as Tobler's “First Law” and the modifiable areal unit problem speak to enduring concerns of human geography, they have drawn little interest from that field. Here, we suggest one way to reformulate the computational approach to the region for relational space, so that regions emerge not through proximity in an absolute space or similarities in intensive properties, but according to their similarities in relations. We show how this might operate theoretically and empirically, working through three illustrative examples. Our approach gestures toward reformulating key terms in GIScience like distance, proximity, networks, and spatial building blocks such as the polygon. Re‐engaging the challenges of representing geographical concepts computationally can yield new kinds of GIS and GIScience resonant with theoretical ideas in human geography, and also lead to critical human geographic practices less antagonistic to computation.     

环境政治中国际非政府组织的角色——基于批判地缘政治的视角

国际非政府组织（INGO）在国际环境政治中发挥着日益重要的角色,也是中国"一带一路"走出去的关键影响要素之一。批判地缘政治关注主权国家之外的非政府行为体,同时对权力概念提出了新的理解。借助其思想,本文指出国际环境政治中INGO的作用,并通过尺度-权力框架分析其行动和角色。发现：①INGO在环境等国际公共事务上作用不断凸显;②INGO在多个尺度上通过不同的权力影响环境政治;③INGO与政府存在依赖、合作和对抗等不同的互动关系。因此,应处理好与INGO的关系,借助其独特的权力助力"一带一路"建设。     

Ethnic boundaries and boundary-making in handicrafts: examples from northern Norway,Sweden and Finland

When ethnicity is said to be manifest and practised through handicrafts, these seemingly innocent objects become political. They raise questions concerning who can do what handicraft, who can use what symbols or what developments are “allowed”. They illustrate the continuous production of ethnic norms and boundaries, especially when global tourism enters into the equation. Taking a social constructivist perspective, our study addresses ethnic boundaries and boundary-making in handicrafts in northern Sweden, Norway and Finland. Our findings are based on fieldwork (35 interviewees) with people of diverse local backgrounds making and selling handicrafts. Methodologically, we avoid preselecting people based on ethnicity, but instead contribute to an understanding of the constitutive processes of ethnicity by looking at how ethnic talk comes into conversations about handicrafts. Our findings demonstrate that the interviewees draw an ethnic divide between “Sámi”/“non-Sámi”, while other ethnic-choices move to the background. This divide can be seen to be amplified by tourism. The boundary for who can make a Sámi handicraft or use Sámi symbols remains significant, yet also fluid. The article deepens the understanding of the Sámi/non-Sámi ethnic categorization, here in relation to handicrafts. It also helps unravel the complexities between tourism, ethnicities and handicrafts more broadly.     

基于消费者行为分析的区域旅游市场规划方法研究

本文尝试从旅游者消费需求分析角度入手,探讨区域旅游市场规划的方法论创新。本论文引入了动机--行为投射模型,通过对建立在专题旅游市场调查基础上的消费行为数据库的深度剖析,论文揭示了旅游目标市场群体常见的三类消费心理趋向模式(补偿型需求、均衡型需求、超越型需求)以及相对应的旅游产品选择偏好规律。在此基础上提出了区域旅游目标市场群体的心理定位策略,以及相对应的从结构性旅游功能规划到旅游产品、旅游服务供给链连续递进的规划流程体系。即"行为分析(Behavior)-定位(Postioning)-旅游供给(Supple)",简称旅游市场规划的BPS方案。     

西方古典文献学的名与实

以希腊文、拉丁文为载体的西方古典文献学,希腊文作"philologia"。在近代西方各国学界在根据各自的语言整理、研究古文献藉以溯源其共同的"古代"过程中,西方古典文献学的名称与内容在不同历史时期、不同语境中均曾发生过变化,但总体上的沿革类似于中国古典文献学或传统文献学,即由校雠而校雠学而文献学,最终被冠之以"古典的"则意在强调"希腊、拉丁的"这一属性。     

Two Dozen Directions

A self-assessment schedule has been developed for first-year geography students at Curtin University of Technology. Its purpose is to guide students towards independent learning by encouraging them to reflect more on ‘what’ and ‘how’ they learn. Results of the 2003 and 2004 trials showed that the self-assessment schedule had a positive impact on student learning and was at least partially effective in improving students' critical thinking skills. It helped students to plan and organize their thoughts, describe the geographical characteristics related to their fieldwork exercise and indicated that students were generally positive about becoming more independent and reflective learners.