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.     

Humanists and Travellers,Gorgons and Gorillas: Hanno the Navigator's Periplus and Early Modern Geography (1530–1630)

This article is concerned with early modern interpretations of Hanno the Navigator's Periplus, an ancient travel account of a Carthaginian voyage down the coasts of Africa. The early modern period saw a rise in interest in geographical knowledge, and the ways in which different authors used Hanno's voyage reflects their understanding of the role of geography in conceptualising the world. In these discussions, writers had to negotiate between the confusing portrayals of the voyage in the received classical tradition and new reports brought by voyages of exploration. Here, I will discuss how these syntheses between humanist methods and contemporary travellers' accounts were shaped by the economic and political concerns tied to the first wave of European overseas expansion. Amid this climate, ancient geographical knowledge found pragmatic applications in contemporary issues of navigation, commerce and claims of territorial possession, as well as shaping European perceptions of ‘self’ and ‘the other’. This paper thus seeks to situate humanist practices and classical knowledge within the wider context of overseas voyages and early modern political and economic developments.     

Local and nonlocal knowledge typologies: technological complexity in the Irish knowledge space

This paper advances a measure of knowledge complexity to analyse for Ireland whether more complex knowledge is generated by local or foreign firms. Information on assignees, technological structure and global ownership contained within a recently developed Irish patent database forms the basis for distinguishing between technologies developed by local and nonlocal firms. Thereafter, our knowledge complexity index uses a modified bipartite network to link these technologies to their country of origin, i.e. local or nonlocal. Our results indicate that the most complex technologies tend to be produced in a few diverse regions. Furthermore, the majority of complex knowledge is generated in technology classes where the share of foreign activity is greater than local firms.     

Urban memory and planning: investigating the use of oral history

Investigation of the reciprocal relation between individuals and space within its cultural and historical evolution allow us to conceive the intrinsic qualities and dynamics of any space in its context and to develop new conceptions to explain what kind of a place it is. Oral history provides opportunities to listen to the voice of space as well as a new way to discover its unique and different characteristics that give the users the feeling of belonging and place attachment. In this study, the place of oral history method in historiography, its use in diverse disciplines related to the shaping of urban space, such as urban planning and architecture, and the possible contribution of oral history to planning and designing urban space are discussed. It is revealed that the use of oral history in research and practice can give effect to develop a sense of belonging for all users and to achieve sustainability of urban memory. For this reason, place-based studies and utilization of oral history method within them are of significant importance, for either acquiring the knowledge embedded in memories or understanding the expectations of users or to provide solutions to place-based problems.     

消费地理学视角下非物质文化遗产的消费研究——姊妹节中的传统手工艺苗绣

消费研究的爆炸式增长始于20世纪80年代的消费热潮。消费地理的研究领域在过去的三十年里已经大大扩展,超越了经济和文化之间的传统分歧,并逐渐占据了主导的地位。本研究关注传统节庆中非物质文化遗产苗绣的消费实践,从不同的空间主体（在地的身体、流动的身体、固定的空间、临时的空间）对苗绣的消费过程进行分析,采用参与式观察法和深度访谈法解译施洞地区苗族和游客在传统节庆姊妹节中对苗绣的消费实践。研究发现,消费的话语和实践在特定的空间中定位身体,反过来地方又影响着具身化的消费实践。