These are not ‘regular places’: women and gender studies classrooms as heterotopias

This article questions the transformative potential of women and gender studies classrooms through a discussion of student experiences of privilege and oppression in these spaces. Using in-depth interviews with 22 undergraduate students from two contrasting Canadian universities, this article explores how women and gender studies classrooms function as heterotopias or ‘other places’ – sites that challenge ‘regular’ places outside of the academy. Critically analyzing student experiences illustrates to how the intersections of space/location, power, and identities inform notions of privilege and oppression within these classrooms. Analysis of the participants' reflections points to how it is through these ‘other places’ that students are able to recognize identities that were once unknown to them, become conscious of their embodiments via feelings of worry and discomfort, and question their sense of place in the classroom. It is because of these findings that this research functions as a call to instructors regarding the need to prioritize student experiences, so as to be able to critically reflect upon the social and academic significance of women and gender studies classrooms.     

“Where is the border?” Villagers,environmental consultants and the ‘work’ of the Thai–Burma border

This article examines how Thai–Burma border residents are enrolled and engaged in remaking the political border through their knowledge practices and performances, or their own “borderwork”. Border residents do not perform this work alone, but in connection with other actors including environmental consultants. In order to highlight this co-production of the political border, I bring together border studies scholarship that see borders as process and performance with work in science studies that has highlighted the way that knowledge and order are co-produced. The importance of this approach is that it facilitates an understanding of the multifaceted and contradictory work to remake the border by multiple actors, a way to study “borders from the bottom up” that illustrates how the border is continually enacted. While this article puts forth the notion that the border represents an important site and process of struggle and negotiation in which marginalized communities invest, it also questions the assumption that because residents are engaged in remaking the border, the border is necessarily more ‘democratic’. The discussion and empirical data presented in this article also speak to broader debates in political geography about how borders are remade through practice and performance.     

东南亚宗教的特点及其在中国对外交流中的作用——兼谈东南亚华人宗教的特点

论文介绍了东南亚国家宗教的基本情况和特点,阐述了东南亚区域发展中宗教在整合意识形态、维护地区国家主权、促进地区经济合作与交流等方面的积极作用,进而对宗教在促进中国与东南亚国家交流中的积极作用提出了具体建议。认为儒教、道教、佛教作为维系华人社会的重要纽带,促进着华人社会的稳定和发展,对儒教、道教、佛教的宗教感情实际上寄托了华人的民族感情。东南亚华人宗教与中国传统宗教血脉相连,要在平衡发挥五大宗教作用的基础上,注重发挥东南亚国家华人宗教在与中国交流中的独特作用。     

在跨界中寻求突破——刘宏对海外华人研究的理论、方法与实证的探索

本文结合刘宏教授的主要学术经历,着重从跨"界"的角度探讨他在海外华人研究领域的治学方法和理念。认为其跨学科研究取向主要表现在以下两个方面。第一,比较视野下的海外华人研究。第二,将西方的社会科学理论有选择地引入到海外华人研究领域,并加以丰富和修正。刘宏的多元治学方法主要表现在研究取向的跨学科性、参与实践性及其与政策的相关性、研究论题和视野的多重性。而"中国—东南亚学"、"跨国华人"和"跨界亚洲"是刘宏所提出的三个重要"跨界"理念,三者之间彼此关联,视野从区域到全球,它们从整体上反映了刘宏近年来的跨界思考历程和研究框架。     

心理文化学视野下的华侨华人研究--兼论华侨华人研究学科建设

论文简述了心理文化学的发展脉络、核心工具与方法论特点;阐述了华侨华人研究中的文化人类学视角;探讨了世界“强联结”时代心理文化学用于华侨华人研究的可行性。在华侨华人研究领域,文化人类学视角的研究占有重要份量,故把作为文化人类学一个分支的心理文化学引入华侨华人研究领域具有一定的学科基础。世界进入“强联结”时代后,华侨华人研究领域出现了一些需要研究的新课题,心理文化学在华侨华人研究领域的应用有可能在提供比较文明背景、认识华人的文化认同、人际关系、行为模式以及心理调适方面提供帮助。     

Teaching Ways of Seeing Development in the Global South: An Introduction

Development Studies, the interdisciplinary octopus, and its geography arm, Geographies of Development, have always faced a challenge when it came to providing students with experiential learning opportunities. While the subject is mostly taught in universities of the Global North, its focus has traditionally been the Global South. This symposium discusses Australian experiences of moving beyond text-based learning and bringing the Global South closer to their students.     

In spite of our own best interests: lessons from an interdisciplinary project on urban sustainability

To contribute effectively to academic discourse on urban sustainability, disciplines need to think outside their silos and work together more collaboratively. Although straightforward to posit in theory, the practical realities of bringing together people with different worldviews, languages and skills can be frustrating and lead to loss of motivation. This paper presents the findings from a qualitative study of interdisciplinary team working on an urban sustainability project. Through analysis of archival materials, observations and interviews, a major theme of motivation was uncovered and explored. We conclude with some suggestions for working more effectively interdisciplinary, urban sustainability projects.     

Facilitating the transition from being a geography student to becoming a geographer in Spain: the role of professional identity

ABSTRACT

The transition between university studies and workplace is often described as a difficult and challenging process. In this paper, we propose a series of modifications to the curriculum of geography studies based on an exploration of both student and professional perceptions on the image of the geography profession and how they identify with it. Based on several interviews, we suggest a series of recommendations for curriculum design to reconcile the disagreement found between student and professional perceptions and to foster students’ identification with professional images.     

戴国辉的东南亚华侨华人研究

论文总结了戴国辉对东南亚华侨华人问题的主要观点和解决思路。认为东南亚华侨华人问题是欧美将东南亚殖民地化过程中的历史产物;战后的排华运动是将华侨当作殖民地遗留体制的代罪羔羊;东南亚的华侨、华人问题,不是单一的特殊问题,而是世界史上有普遍意义的问题;应以动态的观点看待华侨及其面临的身份认同困扰。东南亚华侨华人问题的解决思路要严格区分华侨、华人概念,明确其权利和义务,并给华侨资本、华人资本以正确的定位;东南亚国家应该把华人问题作为少数民族问题来把握;主张人应该同时具有多元的身份认同,华侨华人有保持自己民族性的权利;建立多民族国家内的"自立与共生"关系。     

Getting the Most out of Progress Files and Personal Development Planning

Global supply chains play an increasingly important role in the economy and should therefore be addressed within geography coursework, especially given concerns that geographers have not fully explored various angles of globalization. This article explores the use of an online case study on supply chains and their vulnerability to natural disasters in two entry-level, undergraduate courses. Results from a post-study survey suggest that students increasingly prefer online sources of information and that online case studies can foster a greater understanding of global economic processes such as supply chains and how these can be influenced by natural phenomena at different scales.