Unsettling time(s): Reconstituting the when of urban radical politics

In Indigenous/settler colonial contexts, cities are both rich and lived, multitemporal Indigenous places/spaces and sites of ongoing Indigenous dispossession. In this paper, we aim to unsettle linear notions of time associated with mainstream constructions of colonisation. We suggest that doing urban politics on stolen land requires a reconstitution of the when of urban struggles to engage with colonising pasts, presents and futures, and with multi-temporal survivances of Indigenous peoples and Country, in the here and now. Time in and as city-as-Country is multiple, non-linear, active, and made through/as relationships. As we engage with the gifts and responsibilities of non-linear time, we are led by Meanjin [so-called Brisbane, Australia], the teachings of activists from the Brisbane Aboriginal Sovereign Embassy and week-long protest actions that took place to coincide with the G20 Leaders' Meeting in 2014. We do this as two settler geographers, with complicities and responsibilities in/to the present, past and future as uninvited guests on unceded Aboriginal land. We signal a need to deepen the engagements of urban geographical and anti-capitalist politics with the specificities of the urban as Indigenous place/space/Country in order to complicate geographical conceptualisations of the urban and work towards decolonising the city in Indigenous/settler-colonial contexts.     

Critical spatial learning: participatory mapping,spatial histories,and youth civic engagement

As digital technologies become ubiquitous in many places, scholars of civic engagement, youth and political life, and geographic education have explored the potential of teaching critical and spatial thinking through digital technologies. This paper examines interactive digital mapping as a technology environment for teaching and practicing critical spatial thinking, in relation to civic engagement. From this participatory and dialogic mapping project with teenage girls in Seattle, Washington, we develop a conceptualization of critical spatial thinking that emphasizes how social and spatial processes intertwine to generate societal inequalities and show how this learning informs students’ social and spatial civic responses. We show how interactive digital mapping pedagogies offer students an opportunity to develop awareness of what happens in their urban geographies, but also how and what they might do to intervene.     

Living through,living with and living on from breast cancer in the UK: creative cathartic methodologies,cancerous spaces and a politics of compassion

This paper contributes to a growing literature exploring the embodied emotions involved in death studies. It does so through a creative cathartic autobiographical account of living through and on from breast cancer. In presenting this ‘storifying experience’, this UK-based paper has three key aims: first, it attempts to counter the disjuncture between the fleshy and emotional cancer journey I have travelled through and the sometimes abstract, disembodied accounts of cancer circulating in some geographical texts; second, it reveals some geographical insights that are uncovered through the use of creative cathartic methodologies which unsettle commonly held discourses about dying and surviving; and third, it poses some troubling questions for geographers working in this field with respect to the methodologies, politics and emotions of such research. In the paper, I argue that employing a creative cathartic methodology gestures towards ‘an opening into learning’ that provokes emotional enquiries about what it means to be taught by the experience of (traumatised) others. In particular, I advocate for a politicised compassion that both cares for those who are living through, with or living on from life-threatening illnesses and also cares about the complex conditions that shape their experiences, both within and beyond the academy.     

Energy geographies: thinking critically about energy issues in the classroom

Energy issues are becoming increasingly common subjects of instruction in undergraduate- and graduate-level classrooms across a variety of disciplines. The interdisciplinary character of energy studies provides geographers with a great opportunity to present different applied and theoretical approaches to help students conceptualize energy issues from a critical perspective. This article presents a class intervention as an example of how to incorporate geographic concepts and political economic theory into the classroom to help students understand the social, political, economic, and environmental implications of energy production, distribution, and consumption at multiple scales from a critical perspective.     

Geographies of Urban Politics: Pathways,Intersections, Interventions

This paper deals with urban political geographies and, most particularly, with political economy perspectives on urban politics. It offers an account that narrates what I see as influential pathways and intersections, theoretical debates, and methodological developments that have shaped contemporary urban political geographies in this vein since the 1970s, including: the ‘new urban politics’, intersections with postmodernism, and postcolonialism; urban neoliberalism and the contingency of urban politics; and, most recently, poststructural political economy and the notion of assemblage. This leads me to trace the implications of the shift in understanding from urban political geography to geographies of urban politics, and the growing emphasis on practice, contingency, relationality, and assemblage that accompany this shift. I conclude with reflections on new directions, new productive questions and tensions, and on the knowledge politics of how we do and might do contemporary urban political geographies.     

Journeys of resilience: the emotional geographies of refugee women

This article considers the emotional geographies of a highly vulnerable demographic: refugee women. As a marginalised and ontologically fragile group, refugees have developed rich and perceptive insight on space and place, by developing a critical vigilance that reflects forward and back on their life journeys, real and metaphorical. Through participation in a psycho-educational course designed by the author, nine women produced their own images of resilience, in creative exercises that provided ‘landmarks’ of recognition for other participants. Via participation in this temporary ‘community of practice’, therefore, another journey was taken; this article will also consider the epistemology of that itinerary using interdisciplinary insights from geography, cultural studies, cognitive behavioural therapy and gender studies.     

Farmwomen's emotional geographies of care: a view from rural Ontario

This article contributes to geographies of rural women's health by investigating farmwomen's perceptions of their caring roles and responsibilities, which are crucial to the wellbeing and sustainability of rural people and their communities. Featuring a thematic analysis of interviews and a focus group with farmwomen from Ontario, Canada, the research examines farms and farming as unique places and spaces of care. Informed by the literature on emotional geographies, the article examines how care is situated and performed through farmwomen's negotiation of multiple, overlapping identities and how these are embodied and affective in emotional work. The findings not only confirm the paramount role of women in rural care, they demonstrate the interdependence of family, community and work as central to the challenges of rural women's health. The article argues that the link between health and productivity on the farm is crucial to understanding farmwomen's caring, and highlights the paradox that their emotional work is as much about opportunities for power and resistance as it is about obligation and subordination.     

Critical Geographies with the State: The Problem of Social Vulnerability and the Politics of Engaged Research

Abstract: State interventions to govern social vulnerability highlight the complexity of contemporary states, marked by neoliberal agenda but also by progressive interventions and the desire for effectiveness. This paper draws on collaborative research with government agencies on social vulnerability in the Hunter region to assess the desirability of undertaking critical geographies with the state. We see states as contested terrains invested with the institutional capacity to mobilise diverse political projects. We argue that critical research in partnership with states is possible, as are mobilisations of the agency of state institutions to promote progressive policy development. The paper explores how we might use engaged research to intersect with the production and circulation of texts, technologies and practices within the state apparatus to achieve desirable change. While critical research with the state involves uncertainties and compromise, with no permanent resolutions, we conclude that states must remain centred in our critical conversations and praxis. In this paper we advance the case for the critical possibilities of policy‐oriented research with the state. We reflect on experiences of an engaged research project with state government agencies in the NSW Hunter Region involving the production and use of the texts and technologies as state interventions in social vulnerability. Working through the project's reflexive, collaborative methodologies and our use of critical GIS, we highlight the creation of opportunities to change how the components of social vulnerability were conceptualised, contest policymakers’ view of what was “relevant”, and shift framing rationalities and resultant state practices. As such the paper contributes to our knowledge of strategic research practices for pursuing critical, progressive projects with the state. Such engagement involves uncertainties and contingent compromise. Yet, as terrains of contestation wherein diverse political projects are assembled and propelled, states must remain centred in our critical conversations and in our critical praxis.     

ARE EMOTIONS A KIND OF PRACTICE (AND IS THAT WHAT MAKES THEM HAVE A HISTORY)? A BOURDIEUIAN APPROACH TO UNDERSTANDING EMOTION

The term “emotional practices” is gaining currency in the historical study of emotions. This essay discusses the theoretical and methodological implications of this concept. A definition of emotion informed by practice theory promises to bridge persistent dichotomies with which historians of emotion grapple, such as body and mind, structure and agency, as well as expression and experience. Practice theory emphasizes the importance of habituation and social context and is thus consistent with, and could enrich, psychological models of situated, distributed, and embodied cognition and their approaches to the study of emotion. It is suggested here that practices not only generate emotions, but that emotions themselves can be viewed as a practical engagement with the world. Conceiving of emotions as practices means understanding them as emerging from bodily dispositions conditioned by a social context, which always has cultural and historical specificity. Emotion‐as‐practice is bound up with and dependent on “emotional practices,” defined here as practices involving the self (as body and mind), language, material artifacts, the environment, and other people. Drawing on Pierre Bourdieu's concept of habitus, the essay emphasizes that the body is not a static, timeless, universal foundation that produces ahistorical emotional arousal, but is itself socially situated, adaptive, trained, plastic, and thus historical. Four kinds of emotional practices that make use of the capacities of a body trained by specific social settings and power relations are sketched out—mobilizing, naming, communicating, and regulating emotion—as are consequences for method in historical research.     

Productive tensions—engaging geography students in participatory action research with communities

This study discusses the benefits and challenges of an undergraduate module on participatory geographies, involving students in co-producing research with community partners. The module challenges the knowledge production model predominant in Geography curricula. We argue that it develops students' skills and understanding through engaging them intellectually, socially and emotionally outside the university. As a student, two community partners and a professor, we offer our perspectives on the opportunities and conflicts that arose. We do not gloss over tensions in achieving the module's diverse aims, but suggest that these are productive for teaching, learning, research and the needs of community organizations.