Naked scholarship: prefiguring a new world through uncertain development geographies

A favourite pastime for development scholars and practitioners is to critique the apparent failures of development assistance. This paper explores how critique might be better harnessed for productive efforts in development scholarship, using academic practice in the classroom and beyond to foster new possibilities. In this commentary, I consider whether rethinking how ‘we’ development geographers position ourselves as voices of authority in the world could be one place to begin.     

Collaborative Networks for Effective Ecosystem‐Based Management: A Set of Working Hypotheses

Ecosystem‐based management (EBM) represents a comprehensive approach to better govern the environment that also illustrates the collaborative trend in policy and public administration. The need for stakeholder involvement and collaboration is strongly articulated, yet how and for what purposes collaboration would be effective remains largely untested. We address this gap by developing and evaluating a set of hypotheses specifying how certain patterns of collaborations among actors affect their joint ability to accomplish EBM. Content analyses of management plans drawn from five EBM planning processes in Sweden are combined with analyses of the collaborative networks through which these plans have been developed. Our results indicate that system thinking and the ability to integrate across different management phases are favored by collaborations between different kinds of actors, and by project leaders being centrally located in the networks. We also find that dense substructures of collaboration increase the level of specificity in the plans in regards to explicating constraints on human activities. Having many collaborative ties does however not enhance the overall level of specificity. Our results also show that different network characteristics can give rise to similar EBM outcomes. This observed equifinality suggests there is no single blueprint for well‐performing collaborative networks.     

Exploring trade globalization in the long run: The RICardo project

Initiated in 2004, the RICardo project focuses on bilateral trade data of all the world's countries from the early nineteenth century to the eve of the Second World War. The project includes the construction of a database and the creation of a website. It is a pioneering work in the field of historical trade statistics that aims at providing easy-to-access research material to the scientific community and at attracting a wider public to the history of trade relationships. The article emphasizes the originality of the project and sums up its various aspects by reviewing previous trade databases, clarifying the main features of historical trade statistics, and describing the construction and use of the RICardo website.     

Learning mobility: high-school exchange programs as a part of transnational mobility†

Long-term high-school exchange is a popular way to go abroad for German youth (2.5% of 16-year-olds go abroad for 6–12 months). The ongoing research project is dealing with the long-term impact of high-school exchange programs on further mobility of the participants. Using an online survey among 3000 former exchange students and 30 qualitative focus interviews, it is shown that mobility reproduces itself. Six years after the exchange, about 80% of the respondents have been abroad again for a period of longer than six weeks. This is seen as part of a normalization of transnational social practices.     

Transformational design literacies: children as active place-makers

Innovative curriculum frameworks that support children as active researchers and designers in everyday learning contexts remain unprioritized in school settings. Design literacies challenge and expand existing curriculum structures at a time when state and national curriculum privilege literacy and numeracy testing. Drawing on a broader ethnographic study that examined children's inhabitation of school food gardens through pedagogies of food production, ecology and design in three Australian primary schools [Green, M. 2011 Green, M. 2011. “Place Matters: Pedagogies of Food, Ecology and Design.” Unpublished PhD, Monash University Churchill Victoria [Google Scholar]. “Place Matters: Pedagogies of Food, Ecology and Design.” Unpublished PhD, Monash University Churchill Victoria], this paper focuses on the design literacies or ‘design-centered pedagogy’ [McLaren, S. 2008 McLaren, S. 2008. “Learning for Engagement: Lose the Ring-Fencing.” Paper presented at the Technology Education Research Conference: Exploring Technology Education: Solutions to Issues in a Globalised World, Gold Coast, Queensland. [Google Scholar]. “Learning for Engagement: Lose the Ring-Fencing.” Paper presented at the Technology Education Research Conference: Exploring Technology Education: Solutions to Issues in a Globalised World, Gold Coast, Queensland] that supported children's engagement with everyday learning in one school community. Semi-structured and ‘walking interviews’ provide rich data for understanding the contributions of design and design processes in a garden-based curriculum. When linked to a framework of sustainability, design literacies can expand learning opportunities that deepen their connection to everyday places.     

Learning from Schools: School Choice,Political Learning,and Policy Feedback

This article investigates the policy feedback and political learning effects of school vouchers. Of particular interest is how market‐based policies affect the likelihood that program participants will connect their experiences with the policy to the government. I examine parent survey data from an evaluation of the Milwaukee school voucher program. I find that voucher parents are more likely than public school parents to perceive that the government has influenced their child's schooling and to believe that their experiences with their child's school have taught them about how government works. Further, voucher parents report that their experiences with the policy have made them more politically active. While majorities of voucher and public school parents support increased public school expenditures, there is some evidence that school vouchers may decrease support for public schools.     

Subsidizing Migration? Mexican Agricultural Policies and Migration to the United States

Migration theories often ignore the role that states play in stimulating migration through public assistance policies. Using the case of Mexico, this article explores the role of the state as a migrant‐producing actor by examining the relationship between migration and social assistance policies in the form of monetary cash transfers. It argues that direct, unconditional cash transfers, like those provided by agricultural programs such as Procampo, rather than providing the incentives needed to retain individuals in their home country, may instead be providing the resources needed to migrate, particularly if the amount of the transfer is insufficient to spur investment. Instead of discouraging migration by enhancing economic opportunities and reducing poverty, such policies can actually make it easier and more appealing for its beneficiaries to migrate.     

A Transnational Perspective on Psychosurgery: Beyond Portugal and the United States

The history of psychosurgery is most often recounted as a narrative wherein Portuguese and American physicians play the leading role. It is a traditional narrative in which the United States and, at times, Portugal are central in the development and spread of psychosurgery. Here we largely abandon the archetypal narrative and provide one of the first transnational accounts of psychosurgery to demonstrate the existence of a global psychosurgical community in which more than 40 countries participated, bolstered, critiqued, modified and heralded the treatment. From its inception in 1935 until its decline in the mid-1960s, psychosurgery was performed on almost all continents. Rather than being a phenomenon isolated to the United States and Portugal, it became a truly transnational movement.     

英国新社会史思潮的兴起及其整体社会史研究的国际反响

“新社会史研究”作为一种史学新思潮,与西方史学的整体化趋势,几乎同时出现于现代国际史学舞台。英国新社会史思潮具有广泛和深刻的国内外史学渊源。英国新社会史学派宣扬的核心问题是坚持“自下而上”史学观念,它彰显了由此观念指导下的整体社会史取向和研究实践。从较广泛的分析角度看,在国际史学发展格局重新调整的现时背景下,英国马克思主义新社会史学派引起国内外史学界的广泛注意和效仿。它对国际史学发展的推动性作用是不可忽视的,这集中体现了该学派及其整体史学研究的国际反响。     

晚清"古学复兴":中国旧学纳入近代新知体系之尝试

章太炎、刘师培等人在清末“保存国粹”、“复兴古学”的过程中,开始对中国古代学术进行初步整理,肇始了对中国学术遗产进行发掘、梳理、研究和整合之工作。以西方新知、新理、新法整理中国传统旧籍,发明中国旧学之新义,是晚清学术演进之必然趋势。以新知阐释旧学,以中学比附西学,以近代学科体系界定中国旧学,是晚清学者整理中国旧学之基本思路。正是在对中国传统学术不断进行整理和整合的过程中,中国传统学术开始转变其固有形态,逐步融入近代西学新知体系之中。