Assessing Socio‐Economic Vulnerability to Climate Change Impacts and Environmental Hazards in New South Wales and Queensland,Australia

This article systematically reviews and synthesises academic, peer‐reviewed literature to assess the state of knowledge concerning socio‐economic vulnerability to climate change impacts and environmental hazards in New South Wales and Queensland, Australia. It focuses upon empirical research that identifies socio‐economic factors associated with vulnerable subpopulations. Using systematic review methods, 35 articles met the inclusion criteria. These articles are analysed according to their general characteristics, the methods used, and the factors reported to be associated with socio‐economic vulnerability. This body of evidence reveals that (1) the majority of the knowledge about socio‐economic vulnerability in New South Wales and Queensland has only recently emerged; (2) more knowledge has been published about Queensland; and (3) extreme temperature is the most researched environmental hazard. Despite increased research activity over time, the number of factors repeatedly demonstrated to influence socio‐economic vulnerability is small. Age, gender, place of residence, and pre‐existing illness were the most commonly reported factors, although the influence of these factors upon socio‐economic vulnerability is complex. There is scope to extend the empirical research base across a broader range of climate‐related hazards and to better link findings from the domains of climate change vulnerability and population health.     

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.     

Poets and Teachers in the Underworld: From the Lucianic katabasis to the Timarion

Building on the classical tradition, which was strongly emulated in the Second Sophistic, Lucian used the katabasis motif (as we know it from, e.g., the Odyssey’s book 11) and staged various meetings in Hades. These Lucianic encounters were later rewritten by Byzantine authors who adapted them in order to express comical, critical, or subversive approaches towards power structures. In the present article, special focus will be placed on twelfth-century Byzantium and the anonymous dialogue Timarion. It is argued that the author of the Timarion used the Second Sophistic tradition of Lucian in order to discuss contemporary questions of the Greek literary and rhetorical heritage. He created a fictional space that displayed ancient learning and allowed discussions of contemporary culture in a textual parody with satirical functions.     

Exploring Poetry with Cognitive Neuroscience: T.S. Eliot's ‘The Love Song of J. Alfred Prufrock’

Research that involves both neuroscience and art often attempts to explain the aesthetic experience of ‘beauty’ in visual art, and to define the function of art in neural terms; less has been written concerning the neural correlates of poetry reading. It is suggested that there are existing areas of study in neuroscience that may help elucidate how we enjoy literature beyond pure neuroaesthetics, such as research in creative problem-solving, knowledge-based pleasure, and music. This essay endeavours to bring together insights from both neuroscience and literature to shed light on how and why we take pleasure in interpreting T.S. Eliot's ‘The Love Song of J. Alfred Prufrock’. It is proposed that the pleasures of reading ‘Prufrock’ are ultimately associated with the ways in which the reader's expectations are confirmed or challenged. While the conclusions of this paper are intentionally constrained to a single poem, they are potentially generalisable.     

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.