Spatializing the ecological Leviathan: Territorial strategies and the production of regional natures

This paper explores a dual absence — the absence of the state within contemporary geographical analyses of nature; and the absence of nature within contemporary explorations of state power. We argue that the modern state continues to play a crucial role in framing social interactions with nature, while nature is still vital to states within their realization of different forms of material and ideological power. In order to reconnect analyses of the state and nature, this paper combines work on the production of nature and state strategy with Lefebvre's recently translated writings on state space and territory. By focusing on the production of territory (or state space), we explore the interaction of the state and nature in the context of the political management of social and ecological space. We unravel the spatial entanglements of the state and nature through an analysis of the British state's territorial strategies within the West Midlands region. By considering three key historical periods within the history of the West Midlands we reveal how the emergence of the regional space called the West Midlands is a product of the ongoing spatial dialectics of state and nature therein.     

‘Nature makes people happy,that’s what it sort of means:’ children’s definitions and perceptions of nature in rural Northwestern Ontario

ABSTRACT

Nature exposure positively impacts children’s physical, socio-emotional, and cognitive health and development. We know less about how children perceive their connection with nature and what nature means to them. This study uses focus groups to understand how rural Canadian children define, experience, and perceive benefits of nature. Using thematic analysis, we identified three primary themes. First, while children associate nature with specific activities, natural elements, and locations, they also conceptualize nature as ‘a whole community.’ Second, children experienced nature through doing, highlighting how activities connected them with nature while recognizing constraints on those engagements. Finally, children demonstrated agency in accessing nature to improve their emotional states. These findings indicate that from children’s views, nature is more than just space with natural elements. Children are also knowledgeable about the health benefits of nature, and capitalize on this knowledge. These findings can inform interventions to increase children’s interactions with outdoor environments.     

HUMAN NATURE,THE ENVIRONMENT,AND BEHAVIOUR: EXPLAINING THE SCOPE AND GEOGRAPHICAL SCALE OF FINANCIAL DECISION‐MAKING

This article explores two inter‐related themes. One addresses fundamental questions of human nature, arguing that conventional theories of behaviour lack a credible appreciation of the interaction between cognition and context (or what is often termed as the ‘environment’). The second considers decision‐making under risk and uncertainty, focusing upon customary behaviour and the significance or otherwise of conscious deliberation. My argument is intended to be both critical and constructive, exploring the claims of the emerging school of behaviouralism associated with Kahneman and Tversky now sweeping the social sciences. Most importantly, it is argued that economic geography should take more seriously the nature and scope of behaviour recognizing its attributes including related social and cultural aspirations. These ideas are illustrated by a set of recent studies dealing with financial decision‐making and individuals' attitudes towards risk in personal and occupational pension plans. The importance of this project lies in the urgent need to understand the diversity of behaviour of men and women in, and through, the communities in which they live without being reduced to yet another version of environmental determinism. In the final section, implications are drawn for understanding the global financial crisis.     

Examining elements of children's place attachment

ABSTRACT

The quality of children's attachments to people has claimed considerable scrutiny in research and practice. Children's attachment to place, however, has received less attention despite its relevance to childhood experiences. This paper explores childhood place attachment and applies Chawla's theory as a guiding framework. This theory delineates places by three forms of fulfillment: security and belonging, social affiliation, and creative expression and exploration. Research from within schools and hospitals cites evidence of children's varied interpretations and their responses to adult domination that drive creativity. Acknowledging the significance of place attachments can inform research, policy and professional practice.     

Childhood collecting in nature: quality experience in important places*

ABSTRACT

A need for a more specific understanding of childhood geographies has motivated an investigation of one activity, childhood collecting in nature. This study examined collecting behavior, places of collecting, and the relationship of these places to environmental connectedness in adulthood. Topophilia is presented as a guide to help consider why children collect in nature and to expand upon a limited understanding of collecting behavior. These ideas are explored with a mixed-method design strategy involving surveys and semi-structured interviews with a sample of Swedish university students. Results show collecting in nature to be a widespread, meaningful, and memorable experience in the formative years of participants. Results also demonstrate potential support for topophilia as a way to understand the childhood collecting nature phenomenon. Implications include recognition of the importance of family to support children’s engagement in the natural world and proximate access to nature as a critical aspect of childhood experience.     

略论魏晋玄学的“自觉”前奏

学术与道德自觉一方面使汉魏士人渐趋性灵自觉，另一方面也使他们复归于道家传统，并现实化为自身的玄思理路和放达的朝朝暮暮。     

Discovering Price in All the Wrong Places: The Work of Commodity Definition and Price under Neoliberal Environmental Policy

Abstract: Price plays a unique role in neoliberal economic theory, quantifying value and providing markets with the information needed to produce equilibrium conditions and optimal social welfare. While the role of price is clear, the mechanisms by which prices are discovered, and by which the commodities they value are defined, are left obscure in neoliberal theory. Automatic price discovery, and self‐evident commodity identities, are assumed. Observation of newly created markets in ecosystem services suggests that this is a moment of significant tension within neoliberal practice, as potential market participants seek guidance from the state on appropriate commodity measures and pricing practices. Bureaucrats and economists, following the neoliberal preference for governance over government, turn the task back onto civil society. The invocation of abstract rules, instead of the formulation of practical guidance, by policymakers means that the neoliberal marketization of non‐market public goods is a contingent and sometimes rudderless task for those who must make markets work on the ground. This presents many opportunities for constructive engagement on the part of geographers and other critics of neoliberal strategy.     

Rewilding education? Exploring an imagined and experienced outdoor learning space

ABSTRACT

This paper follows the progress of a small rural primary school in the UK as it goes about cultivating a new vision of the future by transforming its outdoor spaces. Exploring the significance of these outdoor spaces as they are imagined, made and experienced, from the first design stages to the first days of use, the paper considers how feelings about children’s access to and engagement with nature are entangled with cultures of protection and surveillance. Using observations from a multimodal ethnography, including video tours and photography workshops alongside observant participation and interviews, the paper illustrates how, in practical terms, changing an educational landscape can also shift a school culture, giving children greater freedom outdoors to live, learn and grow together.