Traditions and transitions: teenagers' perceptions of parading in Belfast

The purpose of this article is to explore and illuminate teenagers' experiences of, and attitudes to, parades in Belfast. The research draws on responses from 125 teenagers located in interface areas (areas where Catholics and Protestants live side by side but apart) to government supported attempts to rebrand Orangefest (traditional parade associated with Protestant/Unionist/Loyalist community) and St Patrick's Day (traditional parade associated with Catholic/Nationalist/Republican community) as all-inclusive community events. For the most part, young people access these parades in pre-existing, single identity peer groups and view these parades as either inclusive or exclusive calling into question the extent to which Belfast's city centre can be viewed as shared space.     

Conceptions of place: approaching space,children and physical activity

In this paper, we argue that place mapping is useful for approaching children's conception of place and that this is of relevance when designing physical activity interventions. We contend that socio-material factors influence children's perception and use of places, and are crucial to understand in relation to their use of local neighbourhoods for physical activity. A place mapping of children's understandings and everyday use of their local neighbourhood in suburban Copenhagen was conducted with a fifth grade elementary school class. The mapping and subsequent analysis resulted in three categories of relevance to children's conceptions of place; located social experiences, experiences of the unknown, and children's contested spaces. We argue that such knowledge can provide useful information in the development and evaluation of activities that promote physical activity in urban spaces.     

Pursuing Urban Commons: Politics and Alliances in Community Land Trust Activism in East London

Community land trust (CLT) practices contribute to analyses of the commons in both conceptual and on‐the‐ground ways. As collective action organizations, CLTs emphasize common land stewardship and resist traditional land speculation and development practices through the mitigation or halting of land value inflation. This paper traces the activist efforts of the East London CLT organization, one of Britain's first urban CLTs, in securing common land in the East London borough of Tower Hamlets, and examines their navigation of political decisions and creation of alliances. Although this process has been challenging as a result of neoliberal governance and private development interests, the East London CLT's trajectory demonstrates the frustrations of activism within these contexts but also the small successes in the pursuit and establishment of urban commons.     

Architectural space in the Muisca settlement of La Maria (Chia,Colombia) during the Prehispanic and Colonial periods

Archaeological fieldwork conducted on a plot of land near the town of Chia (Colombia, South America) uncovered the remains of a small Muisca settlement occupied from the late Prehispanic period to the colonial period. The excavation program documented particular sets of features including postholes, pits, colored floors, and a burial. These elements provided a baseline for reconstructing the ground plans of perishable structures and architectural spaces. The components of built areas were key cultural referents for the peoples who lived in La Maria during the Prehispanic period. Important changes in the arrangement of the elements that comprise architectural space are observed during the colonial period, arguably as the result of important transformations in native culture.     

Chronotopes of study abroad: the cultural Other,immersion, and compartmentalized space–time

Study abroad offers a specific configuration of encountering cultural Others: in a demarcated “abroad” space in a compartmentalized time period. Informed by Bakhtin's notion of chronotopes, this article investigates narratives of American college students who studied in Paris, France and Bilbao, Spain in June–July 2011 based on an ethnographic fieldwork of their stay. I identify two chronotopes held in tension in their narratives that reflect tenets of the discourse of immersion: of homogeneous space where every minute students spend in the host society is “local” time full of learning, which risks portraying the host society as frozen in the time of the students’ stay; and of heterogeneous space where local space–time and outsider (e.g. American students and tourists) space–time co-exist hierarchically, where students strive to show their engagement with the former. This article calls for encouraging students to examine the effects of these chronotopes on their experiences and for viewing study abroad not as an encounter of two cultures but as diverse students joining in the ongoing production of heterogeneous host society space with a compartmentalized yet expanding notion of time.     

Negotiating time and space on a study abroad program in South India

This paper investigates the context of student learning in study abroad programs, drawing on ethnographic research on a semester long study abroad program in South India. We show how students use multiple constructions of time and space as a framework for understanding cultural differences and for understanding what it means for them to “experience” India. We argue that students' conceptualization of space and time in the study abroad location also impacts what kinds of activities they consider to count as valuable forms of learning. Students' ideas about India shape their expectations of what the pace, workload, and activities of the study abroad program in India should entail. Their concepts of Indian time and space lead them to privilege “experience”-based learning over classroom-based or scholarship-based learning. In conclusion, we show how these insights have implications for study abroad pedagogy. Here, we suggest that student learning that is entirely based on “experience” outside the classroom is inherently limited and that students need to contextualize their field-based learning experiences with insights from critical, historical and social science research.     

New visual methods for teaching intersectionality from a spatial perspective in a geography and gender course

Intersectionality is a complex concept to deal with when doing research but also when teaching the interrelationships between space and social relations. Here we present “Relief Maps” as a visual tool for teaching intersectionality and its spatial dimension in higher education courses. “Relief Maps” are a model developed for research and applied in a Geography and Gender course at the Universitat Autònoma de Barcelona (UAB) with the aim of promoting student reflection on the relationships between power structures, places and lived experiences, starting from their everyday lives.     

King Davidʼs Exposure while Dancing: A Queer Reading of 2 Samuel 6

According to the Hebrew version of the transport of the ark to Jerusalem in 2 Samuel 6, King David is so scantily dressed that he publicly exposes himself while dancing before G*d (????). David?s wild, gay and possibly sexual conduct can evoke associations with the behavior of gay persons of today. Queer readers may identify with David and like him turn their backs on dominant rulers—like the members of Saul?s dynasty—if they are not respected because of their queer way of life, but persecuted—as David was persecuted by King Saul. Such an interpretation implies that G*d (????) is on the side of persons like King David, who—from the point of view of other people as well as of David?s wife Michal—behave in a strange fashion, thus act queerly.