China’s Evolving Policy towards the Democratic People’s Republic of Korea under Xi Jinping

Despite international pressure to condemn North Korea (DPRK), China’s successive leaderships have dealt carefully with Pyongyang, especially vis-à-vis its nuclear weapons program. This moderate stance reflects the two countries’ decades-long relationship, summarised in the Chinese idiom that Pyongyang and Beijing are “as close as lips and teeth”. Nevertheless, the DPRK’s third nuclear test in February 2013 raised enormous challenges for the new Xi Jinping leadership to maintain the previous DPRK policy focused on the status quo and stability on the Korean Peninsula. China’s attitudes and policies towards the DPRK after the provocative third test signified a possible reorientation of Beijing’s DPRK policy. This generated repercussions in the countries concerned and prompted debates among experts. This article asks how these events should be understood and what their implications are for the Xi leadership’s policy on the DPRK, the stability of the Korean Peninsula, and Northeast Asia. Given China’s competitive relations with other major powers, we conclude that the Xi leadership will not abandon the DPRK; indeed it will reinforce the policy of strengthening China’s influence over it. Nonetheless one aspect of doing so will involve China opening up to other – cooperative, multilateral – approaches to reinforcing stability on the Korean Peninsula and in Northeast Asia.     

Uncovering a Painful Past: Archaeology and the Holocaust

Abstract

Places connected to the Holocaust, and the physical evidence that lies within them, survive as reminders of the crimes perpetrated by the Nazis. Both the treatment of these sites and attitudes towards them have varied considerably in the years since the Second World War. In recent years, a number of archaeological investigations have been instigated by curators at Holocaust sites in a direct attempt to enhance visitor experiences and education programmes. Archaeologists have initiated investigations at other forgotten and dilapidated sites in an attempt to raise awareness of these places. This paper will discuss two case study sites where archaeological investigations have been undertaken and where attempts have been made to inform conservation, heritage management, and education strategies. It will highlight the various challenges that may arise in the course of developing dissemination tools and discuss strategies that have been adopted to account for them. Specifically it will focus on how archaeologists can present novel means by which to locate, record, and re-present the physical evidence of the Holocaust and how they can tell the stories of difficult heritage sites even when traditional forms of memorialization/muzealization is not wanted or practical.     

Arcangelo Ghisleri and the “Right to Barbarity”: Geography and Anti‐colonialism in Italy in the Age of Empire (1875–1914)

This paper addresses the work of early critics of colonialism and Eurocentrism within Italian geography in the Age of Empire. At that time, a minority but rather influential group of Italian scholars, influenced by the international debates promoted by the anarchist geographers Reclus, Kropotkin and Me?nikov, fumed publicly at Italy's colonial ambitions in Africa. Their positions assumed, at least in the case of Arcangelo Ghisleri, the character of a radical critique of both political and cultural European hegemony. These approaches were linked to a similar critique of “internal colonialism”, both Austrian in the Italian‐speaking regions of Trento and Trieste, and Piedmontese in southern Italy. Based on primary sources, and drawing on the international literature on imperial geography and colonial and postcolonial sciences, this paper conjures up the Italian example to discuss how some European geographers of the Age of Empire were also early critics of racism, colonialism and chauvinism, and how these historical experiences can serve current debates on critical, radical and anarchist geographies.     

Whatever Happened to the Mother? A New Look at the Old Problem of the Mother's Brother in Three New Guinea Societies: Gimi,Daribi, and Iatmul

Kinship systems cannot be analysed as straightforward translations of the ‘facts of nature’ when those facts are limited to the production of a child by a heterosexual couple. Based upon analyses of three New Guinea societies (Gimi, Daribi, and Iatmul), I suggest that kinship systems take account – often by denying – certain ‘facts’ of human reproduction when those facts are extended beyond coitus and parturition to include both the very long period of infantile dependence upon one significant caregiver (always the mother in the societies in question and nearly universally) and the subsequent requirement for the child to be extracted from a dyadic maternal universe. Separation from mother is as critical to the survival and development of the individual as is the original prolonged and intense attachment to her. The question, then, is not whether indigenous peoples accurately understand coitus and conception – they do – but rather the ways in which they manipulate that knowledge in rules and rites of kinship in order to manage the growth and development of a child long after parturition. Rules of kinship and social relations neither ignore nor exist apart from theories of procreation as many anthropologists now claim. Rather, it is precisely because theories of procreation indicate and idealise the flow of bodily substance during coitus and pregnancy that they serve as organisational premises for social relations. The fact that kinship is a symbolic construction does not mean that it is wholly ideological nor, like a language, free to vary in ways that are arbitrary and unconnected to the ‘facts of life’ as Westerners understand them. Even when interlocutors openly deny such understanding and knowledge, especially of the male role in coitus and conception, evidence to the contrary is abundantly provided in myth, ritual, and indigenous theories of procreation. What kinship systems often do show, however, is a strategic denial of the role of the mother who, upon deeper understanding of indigenous concepts of procreation, turns out to be a ‘sterile vessel’ or without substantial contribution to her child. I illustrate this premise by extending earlier analyses of Gimi kinship and reexamining certain materials on neighbouring Daribi provided by Roy Wagner and on Iatmul peoples of the Sepik River as originally described in Naven by Gregory Bateson eighty years ago.     

维新之艰难兮，公缔其始--纪念李端棻上《请推广学校折》一百二十周年

1896年,李端棻上《推广学校折》,面对当时我国“时事多艰,需才孔亟”的现状,通观全局,统筹兼顾,进行了切中时弊的分析,主张“自京师以及各省府州县皆设学堂”;提出了一整套富有革新意义而又切实可行的发展新教育的方案,而且为光绪帝采纳,成为戊戌维新的主要内容之一,并较快地付诸实行,推动了我国教育走向近代化。     

A critical approach to discipline of human geography as an apparatus for state hegemony in Turkey

This study examines the hegemony of political power on the discipline of human geography in Turkey. Throughout the history of the country, human geography curricula have been aligned with the nationalist and hegemonic power politics of state authorities instead of being guided by universal norms, thus ignoring Turkey’s sociopolitical and cultural geography. This is reflected in the contents of human geography text books at the high school and college level. Similarly, the subjects of articles that have appeared in the 12 academic geography journals published in Turkey within the last 71 years also support this claim. The intervention of political power in the academic identity of human geography and the efforts to align human geography curricula with a certain ideological view have resulted in the emergence of apolitical geographers, who remain deaf and blind to social issues. This study analyzes the negative features of human geography education curricula and their political implications in Turkey, and proposes several recommendations.     

Developing ethical geography students? The impact and effectiveness of a tutorial-based approach

This paper explores the effectiveness of a tutorial-based approach in supporting the development of geography undergraduates’ ethical thinking. It was found that overall the intervention had a statistically significant impact on students’ ethical thinking scores as assessed using a Meta-Ethical Questionnaire. The initiative led to a convergence of scores, having a bigger impact on those who had a relatively low score prior to the intervention. Interestingly, the approach had the biggest impact on students who self-identified as physical geographers. Unlike some previous research, there was little evidence of difference between male and female students.     

Teaching energy geography? It’s complicated

The premise of this essay is that energy geographies are complicated, and this in itself presents some pedagogical difficulties. As someone who wants students to critically examine and confront the complexity of energy systems, it can be frustrating when students react to demonstrate frustration, apathy, or even confusion. In what follows, I will lay out three complications of teaching energy geography: (1) empirical complexity, (2) confronting fossil fuel “embeddedness,” (3) the energy culture fallacy.     

Learning to teach geography for primary education: results of an experimental programme

Students training to become primary school teachers appear to have little awareness of the core concepts of geography (teaching). To ensure that future primary school teachers are able to develop their pupils’ geographical awareness, a six weeks programme was developed. The characteristics of this programme – named Consciously Teaching Geography (CTG) – are: principles of good geography teaching, conjunction and a recurrent structure during training, modelling and reflection. In a quasi-experimental research design the question is answered what the effects are of CTG on the development of pedagogical content knowledge (PCK) for the subject of geography of first year primary student teachers. The results indicated that the programme has a positive effect on the domain-specific PCK development in the short term.     

The future role of GIS education in creating critical spatial thinkers

Teaching of critical spatial thinking in higher education empowers graduates to effectively engage with spatial data. Geographic information systems (GIS) and science are taught to undergraduates across many disciplines; we evaluate how this contributes to critical spatial thinking. The discipline of GIS covers the whole process of spatial decision-making, but GIS modules often ignore the context setting of spatial problems, and just cover the technical aspects of how to use GIS software. We outline how some existing GIS practicals could be improved to focus on the development of critical spatial thinking skills, competences and abilities that are valuable to graduates.