Care,pay, love: commodification and the spaces of live-in care

This paper investigates uses of the concept of commodification in contemporary analyses of waged care. Drawing on theoretical work on commodification and discourse-analytical research on private live-in care in Switzerland, I explore how Swiss live-in care questions central discussions in the literature. Scholars have focused on the ways in which care is embroiled within market relations and the adverse effects of commodification on the character and quality of care. The paper outlines the two central discussions, identifies important limitations and explores the ways in which Swiss live-care contests their underlying assumptions. Swiss live-in care exhibits intricate processes of waging elder care. Live-in care services are offered and arranged on agency websites while taking place at elderly persons’ private households. Elder care thus becomes entangled in market relations both in virtual spaces and at home. Furthermore, live-in care workers do not distance themselves from their work but actively seek to improve their conditions of work. In so doing, they complicate the assumption that paying for care corrupts caregiving or turns it into a product for sale. Based on this evidence from Swiss live-in care, I propose that a careful use of commodification might best serve feminist interventions.     

Rural–urban divide and identity conflicts of migrant Muslim students in Northwest China

Abstract

A huge flow of internal migrants in China is an indicator of the significant changes in the geographical and cultural patterns brought by China’s recent economic growth. The Hui (10.6 million), as one of the largest ethnic minority groups in China, and the Dongxiang, with almost 100% of them holding the Islamic belief, are migrating from rural areas to urban centers in Northwest China. Analyzing the qualitative data from narrative stories, thematic photos, group discussions, semi-structured interviews, and field observations, this study interprets the cultural experience of rural Muslim migrant students in Chinese public schools and examines their complex and fluid rural–urban identities. This study further discusses the possibilities of including and integrating rural migrant students in cities.     

Bridging the divide between studies on disaster risk reduction education and child-centred disaster risk reduction: a critical review

There has been a recent increase in the body of knowledge related to children and disasters. These studies converge into three main fields of research: the impact of disasters on children and their psychological recovery, the integration of disaster risk reduction (DRR) into the education sectors and children’s participation in DRR. This article provides a literature review of the two latter fields of research where the focus is on reducing disaster losses and building resilience prior to a disaster. Overall, 48 studies are critically reviewed and compared in relation to the strengths and weaknesses of their aims, methods, locations of research, impact, and outcomes. The review identified a number of differences between the two fields and significant opportunities for linking the two approaches, sharing lessons and knowledge. Based on the review, recommendations for further research are outlined.     

Knowledge bases and regional development: collaborations between higher education and cultural creative industries

This paper builds on the assumption that cooperation between higher education institutions (HEIs) and creative and cultural industries (CCIs) stimulates innovation and economic growth at the regional level. It further assumes that HEIs and CCIs hold different perspectives on their intention to cooperate with external actors and, thus, there is a need for joint arenas to develop and integrate knowledge and practices among stakeholders across academia and industry. With this rationale in mind, the paper’s main objective is to discuss how universities’ roles in the establishment and development of locally embedded CCIs change or evolve over time. Taking a process economics perspective and building on a case study from the South of Norway, two questions are addressed: (1) What are the barriers – structural and cognitive-cultural – hindering cooperation between HEIs and CCIs in Southern Norway? and (2) How can long-term win-win cooperative arrangements between HEIs and CCIs be enhanced? Different knowledge bases, combined with lack of knowledge and understanding of the other sector’s expertise or knowledge content, and thus the lack of common language, were found to be the biggest barriers that must be overcome to stimulate strategic cooperation between HEIs and CCIs in Southern Norway. The findings support the need for a diverse and flexible policy where target initiatives are adjusted to CCIs’ needs and academic departments’ fields of knowledge to decrease barriers to cooperation, with the ultimate aim of moving from a situation of ‘lock-in’ towards the creation of new innovative and valuable relationships.     

A Persistent Place for Hunter-Gatherers During the Late Holocene: The Case of Burials in Pit on the Coast of Lángara Bay,Argentine Patagonia

In Argentine Patagonia, the type of archaeological burial “in pit” has been only identified on the coast of Lángara Bay. This modality is characterized by the presence of single and multiple primary burials. Studies on five human burials in pits are presented in this article. The aim is to compare the contexts of burials in pit at the site level and the spatial characteristics of their distribution in the Lángara Bay locality from a diachronic perspective. The approach focuses on mortuary practices and social relations of hunter-gatherer groups during the Late Holocene. A characterization of the burials, their chronologies, bioarchaeological determinations, stable isotope studies, and their spatial distribution are included. The results allow us to chronologically place the contexts between ca. 3000 and 2000 cal BP. A spatial pattern in the distribution of burials in the coastal landscape was identified. Finally, it is proposed that this part of the Patagonian coast was a persistent place of burials in pit.     

The $15 Wage Movement Moves South: Politics of Region in Labor Union Campaigns

The North American labor movement continues to wrestle with the challenges of organizing workers in the US South. This article explores the contradictory position of the South in the contemporary labor movement, using the circulation of the $15 minimum wage to ground the analysis. By problematizing the place of the South in US labor, this article contributes to efforts to complicate the geographic imaginaries of the South and to our understanding of the contemporary labor movement's expansionary projects. Drawing on qualitative interviews and participant observation in Greensboro and Durham, North Carolina, and Richmond, Virginia, I trace the abstract circulation of organizational resources, strategies, and tactics of the $15 wage movement into, throughout, and back out of the South.     

The Nick-Squared Test for Indigenous Education’s “Goodness of Fit” with Environmental Education in Canada

This article explores the personal experiences using a currere model of two new academics and their investigations into the relationships between Indigenous education and environmental education. It outlines the challenges of Indigenous education within the contexts of higher education in the Coast Salish region with a specific focus on the Canadian role in Indigenizing education. We suggest that an intervention in our current practices is necessary in light of the ongoing violations of the Universal Declaration of Human rights and the Declaration of the Rights of Indigenous Peoples. We provide language and insights into cultural schizophrenia, authenticity, and the complexities of Indigenization.     

Self and others

ABSTRACT

What is the relation between self-knowledge and knowledge of others? And how do we develop an understanding of others and ourselves? In this paper, I will argue that our sense of self is thoroughly social even though self-knowledge is not based on the same kind of evidence as knowledge of others. Moreover, I will suggest that we need to distinguish between different kinds of self- and other-understanding: some are based on procedural knowledge or knowing-how and involve an implicit representation of self or other, while others involve conceptual abilities. I will conclude with some considerations regarding the role of the second-person perspective in structuring the development of the concept of ourselves and others as persons.     

Woman's Work in the Service of Empire: Lady Margaret Field (1905–94) from School Teacher to Governor's Wife

The presence of single and also of married British women in overseas colonies, especially those employed by or married to men in the Colonial Service in the later colonial period, has been the subject of scholarly enquiry. Their lives, roles and values and their distinctive contribution, if any, to the development of empire and of its ending have been debated. Their gendered roles were usually subordinate in a masculine culture of empire, and especially as wives they are commonly regarded as marginalised. The archived records left by Lady Margaret Field reveal her commitment as a single woman to a colonial mission and her sense of achievement as a school teacher and educational administrator, while also acknowledging the independence and career satisfactions she subsequently lost when she married a senior Colonial Service officer who rose to be a governor. But it is also apparent that, though incorporated and subordinate as a governor's wife to her husband's career, she was not marginalised to a separate sphere. As is evident from this case study, governors’ wives had important and demanding political duties, and such responsibilities need to be acknowledged.     

The influence of an integrated PBL format on geography students’ perceptions of their self-directedness in learning

Problem-based learning can be implemented in South African geography teacher education to foster geography students’ self-directed learning skills. The purpose of this longitudinal case study was to determine B.Ed. geography students’ (n = 45) perceptions of their self-directedness in learning in integrated problem-based learning experiences over a three-year period. The study used quantitative and qualitative research methods based on questionnaire application and semi-structured focus group interviews. The students completed a standardized questionnaire at regular intervals with the implementation of integrated problem-based learning experiences in geography modules over a three-year period. Focus group interviews with participants (n = 8) were employed to get a deeper understanding of the results of quantitative data. The results indicated that the geography students’ self-directed learning scores increased with the implementation of an integrated problem-based learning format in geography over the three-year period. The students who measured average, below average and low levels of self-directed learning at the beginning of the study had the highest increase in self-directed learning scores over the three years. The female students’ perceptions of their self-directedness in learning had higher increases in their self-directed learning scores after the problem-based learning interventions when compared to the male students.