“Dissemination as Intervention”: Building Local HIV Competence through the Report Back of Research Findings to a South African Rural Community

Abstract: What ethical obligations do researchers have to research informants in marginalised communities in serious distress? Our “dissemination as intervention” exercise reported research findings back to a South African rural community—using a dialogical approach which sought to strengthen participants’ confidence and ability to respond more effectively to HIV/AIDS. Nine workshops were conducted with 121 people. Workshops provided opportunities for participants to start developing critical understandings of the possibilities and limitations of their responses to HIV/AIDS, understandings which constitute a necessary (though obviously not sufficient) condition for further action. Workshops alerted participants to the valuable role played by local HIV/AIDS volunteers, facilitating reflection on how local people might better support the volunteers. These discussions served as the impetus for the establishment of a three‐year community‐led intervention to further these goals.     

Visual methodology as a pedagogical research tool in geography education

This article offers an overview of visual methodology and its applications to geography in higher education. Drawings from an undergraduate mapping and map analysis course are used to concurrently highlight and deconstruct students' sense of place in the context of teaching and learning. As a pedagogical research tool, visual methods nurture self-reflection in learners, inform curriculum and instruction for diverse classrooms, and support the construction of meanings in geography.     

Combining research-based student fieldwork with staff research to reinforce teaching and learning

This paper addresses the relationship between teaching and research in a fieldwork context by seeking student views over 3 years across two institutions to assess the perceived value of blending staff research activity with student fieldwork. Student views were solicited using questionnaires. Despite the contrasting environments, locations and approaches of the institutions’ respective field courses, student perceptions are remarkably similar. Engaging in research activity in fieldwork (and specifically combining research-based student fieldwork with staff research) is perceived strongly to add value to study for a degree, as well as stimulate interest in the subject and improve understanding of methodologies employed.     

A Preliminary Investigation into the Challenges of Learning GIS in Interdisciplinary Research

A geographic information system (GIS) can be a valuable research tool, helping scientists understand location and bridge the gaps between subjects in interdisciplinary research (IDR), which has been promoted for its real-world solutions. However, a GIS can be difficult to use and may require understanding of a number of concepts as well as tools and technology. This complexity is compounded by additional challenges commonly encountered in IDR. This paper examines some of the challenges facing learners of GIS in IDR projects, with a particular focus on the appropriateness of current teaching methods in this context.     

Picturing inclusive places in segregated spaces: a participatory photo project conducted by migrant women in Sweden

This article uses participatory photography to explore contradictory processes of inclusion and exclusion in contemporary Sweden. Our aim is to analyse the social relations that shape the kinds of places recently arrived migrant women experience as ‘safe’, as well as their everyday experiences of inclusion and exclusion. The use of photography – wherein the women choose how, when and where to shoot photos – helps us highlight what otherwise would not be immediately evident with regard to the experience of such places. We argue that there are inclusive places in segregated spaces, and that issues of ethnic inclusion and exclusion are linked to ethnic hegemony and other relationships of power. Drawing on theories of relational space in general, and transgressive space in particular, we demonstrate that our informants' daily existence is simultaneously integrated and segregated, included and excluded, and that emancipatory processes that are already under way must be allowed to proceed if the social landscape of integration is to be an open and equal one.     

Investments in Scientific Research: Examining the Funding Threshold Effects on Scientific Collaboration and Variation by Academic Discipline

This paper seeks to examine how federal financial support of academic scientists shapes their collaborative behavior. More specifically, it investigates two questions: (i) are there threshold sizes of federal grants that have effects on collaboration? and (ii) do the threshold sizes differ by discipline? To test and model these questions, this paper uses data collected in a 2004–2005 survey by the Research Valuing Mapping Project (a project based at Georgia Tech and led by Barry Bozeman) of 2,086 academically based research scientists and engineers. The analysis in this paper reaffirms the positive relationship between federal funding and collaboration seen in previous works, but the findings suggest that there is in fact a threshold effect—as the positive relationship has a diminishing influence. The findings of this paper are more limited with respect to how academic disciplines’ threshold levels differ. The results indicate a difference in the threshold levels between disciplines for three of the eight models.     

亚裔美国史学五十年:反思与展望

回顾和检讨亚裔美国史学在过去半个世纪里所走过的道路可以发现,早期亚裔美国史学中一个最突出的问题是以意识形态为主导的一元论历史观。在近30年的时间里,学者大都仅仅从"种族歧视"这一个角度去诠释历史事件,反对从其他视野去观察亚洲移民的经历。不过,最近15年来,这个领域中出现了冲破一元论历史观束缚的趋势。新一代学者提出了白人、黑人和亚裔之间三角形关系的论点,从而否定了"有色对白种"的双重种族关系理论模式。从"跨国主义"的视野观察亚裔美国史的人认为,亚洲移民实际上具有双重的民族主义和双重文化认同,从而向"同化论"、"定居者"论和"美国化"论提出了挑战。他们还发现,日本人向美国移民和日本帝国主义的海外扩张之间有着密不可分的关系。这些新动向标志着亚裔美国史学正在逐步走向成熟。     

Revamping community‐based conservation through participatory research

Community‐based conservation is experiencing a crisis of identity and purpose as a result of a disappointing track record and unresolved deficiencies. The latter include over‐simplified assumptions and misconceptions of “community,” the imposition of externally designed and driven projects at the community level, a focus on conservation outcomes at the expense of community empowerment and social justice, and limited attention to participatory processes. New approaches are urgently needed to address these weaknesses and to counter a rising trend towards environmental protectionism and a preference for conservation approaches at an eco‐regional scale that threaten the interests of local and Indigenous communities. We propose that three core principles of community‐based participatory research (CBPR)—(1) community‐defined research agenda; (2) collaborative research process; and (3) meaningful research outcomes—hold much promise. Drawing on the experience of a research partnership involving the James Bay Cree community of Wemindji, northern Quebec, and academic researchers from four Canadian universities, we document the process of applying these principles to a community‐based conservation project that uses protected areas as a political strategy to redefine relations with governments in terms of a shared responsibility to care for land and sea. We suggest that basic assumptions of CBPR, including collaborative, equitable partnerships in all phases of the research, promotion of co‐learning and capacity building among all partners, emphasis on local relevance, and commitment to long‐term engagement, can provide the basis for a revamped phase of community‐based conservation that supports environmental protection while strengthening local institutions, building capacity, and contributing to cultural survival.