Measuring Inuit Health from Ungava to Nunavik via Nouveau Québec: Episodes in the History of Researcher–Subject Relations

ABSTRACT

Inuit have been the subject of research attention since the earliest encounters with Europeans. Using the Foucauldian concept of biopolitics this article explores the history of researcher–research subject relations produced through health knowledge in the region now known as Nunavik. This history is organized in three time periods: The first is the “Ungava” era and is explored in the observations of members of the Hudson Bay Expedition and subsequent mapping efforts. The second “Nouveau Québec” era begins in 1912 when the current borders of Québec were established and lasts until 1975. After a period of indifference, research interest grows rapidly in the post-war period with a focus of social adaptation and culture change. The third era begins in 1975 with the signing of the James Bay and Northern Quebec Agreement. This marks the beginning of Inuit political development within an Inuit-controlled regional governance structure. The conceptualization of three different health surveys during this period shows an emerging complexity in how Inuit health is imagined. An upcoming fourth survey which marks the first time the study of Inuit physical, social, and community health will be initiated by an Inuit-led health authority.     

The Silverton Field Experience: a model geography course for achieving high-impact educational practices (HEPs)

High-Impact Educational Practices (HEPs) are a set of specific teaching and learning approaches proven effective in university education. This paper focuses on the benefits derived from utilizing three particular HEPs (inquiry-based collaborative activities, undergraduate research, and experiential learning) while teaching a snow and ice field course titled “Silverton Field Experience.” Student evaluations and instructor feedback reinforce the notion that HEPs encourage deep learning. Deep learning is manifest through increased enthusiasm and participation as well as learning in ways that are meaningful, creative, and stimulating. In terms of pedagogy in geography, these HEPs also create an expanded sense of place and a new way to encourage spatial thinking. The HEPs outlined here are replicable in different geography sub-disciplines and among different settings in higher education and prove exciting to an audience of pedagogic researchers and teacher-practitioners in geographical education.     

World Making,Critical Pedagogies,and the Geographical Imagination: Where Youth Work Meets Participatory Research

Renewed interest in the critical geographies of education has raised productive yet under‐examined synergies with reflections taking place among radical youth work and participatory research practitioners. In particular, such intersections point to important ways that the geographical imagination might advance a critical yet creative means of learning through the living material forces of everyday worlds. This paper examines this common ground through a collaborative, London‐based case study exploring young people's sense of home and belonging in the inner‐city. It argues that cross‐overs between the praxis of participatory research and youth work offer generative potential to act alongside young people in the production of autonomous geographical knowledges. Specifically, the case is made for prioritising an imaginative, experiential and intersubjective pedagogical process of “world making”, as an alternative to practices that intervene in, act upon and ultimately “other” the everyday lives of young people.     

‘Queer(y)ing methodologies: doing fieldwork and becoming queer’ – guest editorial

This themed issue contributes to discussions of queer positionalities in the context of doing fieldwork on/with queer-identified subjects. The point of departure being that the term queer has emerged to qualify a specific scholarship that contests normative orders in gender and sexuality, and that queering is a form of critique of multiple power relations that informs knowledge production. Normative sex and gender orders are reflected in the power-knowledge relations that produce ‘queerness’ as outsider, abnormal and subaltern. In order to challenge these normativities, the production of knowledge must be contested in its conception. Here we present the theoretical framework that grounds our themed issue as well a short summary of the articles in this series.     

李鸿章集外文考论

李鸿章系晚清重臣,其个人文集是学者研究晚清历史的重要史料。安徽教育出版社于2008年1月出版的《李鸿章全集》,为学术界全面深入研究李鸿章带来了极大方便。然因载籍甚众,全集难免有遗珠之憾。笔者在查阅相关资料的过程中,发现李鸿章的七篇集外文,兹加以迻出,并略作考述,以供再版时参考。     

‘Sensing with’ photography and ‘thinking with’ photographs in research into teenage girls' hanging out

In this paper, I approach photography as a multisensory practice that can deepen participant engagement in youth research. I argue that this engagement opens up possibilities for embodied reflection. I focus on the creative potential of both ‘sensing with’ photography and the event of ‘thinking with’ photographs by discussing two inter-connected methods: photo-walks and photo-talks. The insights are based on my research into the ways in which teenage girls live and hang out with their urban environments. My thinking draws on writings within material or ‘post-human’ geographies, non-representational theory and participatory research.     

Children's perceptions of the natural environment: a South African perspective

This qualitative study explored the ways in which adolescents perceive the natural environment. Focus group interviews were conducted with 32 participants between the ages of 13 and 14 attending a school in a low-income area in the Western Cape Province of South Africa. The findings revealed five key meanings which emerged from the themes the participants discussed, i.e. nature as a threatened place, ‘culture of inconsideration’ towards nature, nature as external to the self, nature as the dangerous other, and intrinsic care for nature. Nature as the dangerous other persisted as an overarching meaning which emerged from the participants' responses. Thus, the participants perceived the natural environment through the lens of safety as natural areas in their community are characterised by crime, violence, and pollution.     

Landscapes of Time: Building Long-Term Perspectives in Animal Behavior*

In the 1960s, scientists fascinated by the behavior of free-living animals founded research projects that expanded into multi-generation investigations. This paper charts the history of three scientists’ projects to uncover the varied reasons for investing in a “long-term” perspective when studying animal behavior: Kenneth Armitage's study of marmots in the Rocky Mountains, Jeanne Altmann's analysis of baboons in Kenya, and Timothy Hugh Clutton-Brock's studies (among others) of red deer on the island of Rhum and meerkats in the Kalahari. The desire to study the behavior of the same group of animals over extended periods of time, I argue, came from different methodological traditions – population biology, primatology, and sociobiology – even as each saw themselves as contributing to the legacy of ethology. As scientists embraced and combined these approaches, a small number of long-running behavioral ecology projects like these grew from short pilot projects into decades-long centers of intellectual gravity within behavioral ecology as a discipline. By attending to time as well as place, we can see how this long-term perspective was crucial to their success; they measured evolutionary changes over generations of animals and their data provided insights into how the animals they studied were adapting (or not) to changing local and global environmental factors.