Telling small stories: spaces of knowledge and the practice of geography

This article examines how the practice of learning geography, and the arenas in which knowledge-making takes place, can be usefully positioned within changing histories of the discipline. It contends that networks of action – understood through the intersection of social sites, subjects and sources – present a conceptual framework and narrative focus for the re-consideration of specific episodes from geography's past. The interventions made here are informed and illustrated by a 'small story' about the doing of geography. Based on different personal accounts, the story revives a series of events, encounters, dialogues and images dating back to the winter of 1951 at Glenmore Lodge, Scotland. This educational institution in the Cairngorm mountains offered children from urban areas the opportunity to learn field studies and the skills of 'outdoor citizenship'. Initially, the focus falls on Margaret Jack, a 14-year-old field-course participant. Her learning experiences are traced through personal letters, a diary and a field journal dating from that time, and her recent recollections of this event. Margaret's account dovetails with the story of her field studies instructor, Robin Murray. Robin's role is traced through his learning experiences as a geography undergraduate at Aberdeen University, and the recent recollections of Catriona Murray, his wife.     

Regional survey and the economic geographies of Britain 1930–1939

This paper re-considers the history of economic geography in the interwar period in Britain. The activities of the discipline are considered in the context of the commercial geographies of this time, and the intensive round of industrial and social surveys undertaken at a regional level in Britain in the period. Taken together, these economic geographies constructed a range of representational and material spaces and helped construct industrial regions characterized by particular types of places, peoples and performances. These surveys, and the production of the economic geographies that they facilitated, became a key intellectual arena where conflicting ideas about the political and economic management of the industrial region and the national economic were acted out. Following the intention of recent work into the histories of geographical knowledge, the essay will seek out the lateral associations of economic geography, paying particular attention to politically situated nature of the economic geographies produced by academics, regional organizations and the Labour Party.     

From 'industrial districts' to 'knowledge clusters': a model of knowledge dissemination and competitive advantage in industrial agglomerations

This paper integrates knowledge-based theories of the firm withgeograph-ical studies of industrial agglomeration to producea model that helps explain the competitive advantages enjoyedby proximate firms located in geographical clusters. We proposea hierarchy of specialized knowledge stocks at both firm andcluster levels and suggest that the comparative advantage conferredby knowledge resources at each level is protected, in part,by asymmetries in knowledge flows from level to level. The paperargues that codified component knowledge is more easily spreadthan firm-specific architectural knowledge. Nevertheless, overtime, agglomerations may develop a cluster-specific form ofarchitectural knowledge that facilitates the rapid disseminationof knowledge throughout the cluster by increasing the learningcapacity of proximate firms and thereby conferring cluster-specificcompetitive advantages.     

试论清代言情散文“忆语”文的内容特征

以《影梅庵忆语》、《浮生六记》等为代表的“忆语”文是清代文人记录私人琐屑生活的回忆性文字,然其文体应归属于小说还是散文,学界仍颇有分歧。而文体分类的主要依据是艺术表现和内容特征。本文认为“忆语”文在内容上具有纪实性、生活化、文人性、私密性等特点,当属于回忆性言情散文。     

论岩画阐释中的多元视界

岩画意义的解释经常会出现望图生义或者恣意猜度的现象,导致学术界对岩画的解释产生了偏见。为了避免这种情况,在解读岩画的时候应当充分考虑各种可能的因素,如岩画所处的环境,岩画自身之间的关联,岩画产生地所呈现出来的地方性知识,其他学科的支持等。     

Devolution and national identity: the rules of English (dis)engagement

ABSTRACT. In this article I consider why the expected English backlash to the asymmetric UK devolution settlement has not yet materialised. Using a corpus of conversational interviews, I discuss the various ways in which people in England currently understand the relationship between national identity and political entitlement. I conclude that English political quiescence, far from constituting an enigma, is comprehensible in the light of the fact that members of the general public do not usually base their assessments of political legitimacy on calculations of English national self‐interest defined in contrast to Scotland. Rather, political issues tend to be judged with reference to principles of equity and procedural justice. English identity is rarely considered legitimate grounds for political voice. Rather, people are inclined to demonstrate a concern to balance the recognition of Scottish rights to national self‐determination, with a display of public reason, civility and civic responsibility understood to be normatively incumbent upon the English majority.     

袁枚的“诗”“学”观

袁枚针对清诗目益学问化所露出的弊端,抗声提出诗主性灵,非关学问,于是有人误认为以袁枚为代表的“性灵”诗派轻学浅薄,游学无根。事实上袁枚很重视诗歌与学问的关系,他对“诗”与“学”的关系有三个基本主张：一是诗须有学,二是反对在诗中填书塞典,三是主张化学入诗。他的诗歌没有脱离清诗质厚重学的时代特征,不是清诗的变异,而恰好是这个茂盛园圃里敢于争春怒放的花朵。     

Knowledge Transfer at the Research–Policy Interface: The Geography Postgraduates' Experiences of Collaborative Studentships

The need for effective knowledge transfer has been well documented; however, few narratives reflect on postgraduates as brokers of knowledge when participating in collaborative studentships. This paper reports on the authors' experiences of undertaking Economic and Social Research Council (ESRC) and Scottish Government (SG) collaborative PhD studentships in geography, a new studentship which trains doctoral students to be employable in both academe and government. Particular focus is given to the experiences related to an annual month-long SG placement, which increases opportunities for knowledge transfer by engendering a deeper awareness of the needs of all partners. It concludes by considering what the experiences offer to the PhD process, authors' future prospects, and the issue of knowledge transfer more broadly.     

“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.