A toolkit to implement graduate attributes in geography curricula

This article uses findings from a project on engagement with graduate outcomes across higher education institutions in New Zealand to produce a toolkit for implementing graduate attributes in geography curricula. Key facets include strong leadership; academic developers to facilitate conversations about graduate attributes and teaching towards them; ownership of the process by the teachers; the development of a contextualized set of graduate attributes for the geography degree; curriculum mapping to promote alignment between graduate attributes, learning outcomes and assessment tasks; incorporating high-impact educational experiences and signature pedagogies to foster graduate attributes; the use of evaluative data to inform continual enhancements; and allowing at least five years for curriculum renewal to occur.     

Precarious masculinities and gender as pedagogy: aesthetic advice-encounters for the Dutch urban economy

In the context of precarious post-Fordist urban labour markets, Dress for Success in the Netherlands, a non-profit working in the context of the welfare state, provides dress advice to a majority of men. Dress advice consists of moments in which demands for immaterial labour find material translations into items of clothing. Building on ethnographic observations, I argue that dress advice-encounters should be seen as exercises in adaptability to new and ever changing economic circumstances. In these pedagogies, gender is a key instrument. Rather than a straightforward feminization of the economy, what is at stake is a performance of openness towards becoming adaptable to future labour market demands. Asking men to depart their attachments to Fordist working class masculinities and its material translations is an exercise toward becoming pliable enough for post-Fordist precarious labour markets.     

Post-WWI military disarmament and interwar fascism in Sweden

The emergence of anti-democratic movements is a central puzzle to social science. We study a novel and rich historical dataset covering Swedish municipalities during the interwar years and find a strong link between the presence of a military garrison and the emergence of fascist parties. We interpret these results as suggesting that fascist mobilization in Sweden was driven by discontent with the process of disarmament brought about by democratization. In contrast, poor economic conditions, as captured both by levels of and changes in the local poverty rate and tax base, do not explain the strong link between the fascists and military garrisons. We relate these results to influential theories of democratization.     

Degrees of Engagement: Using Cultural Worldviews to Explain Variations in Public Preferences for Engagement in the Policy Process

Scholars have been studying the concept of public engagement and its role in the policy process for some time. Scholars have argued that understanding the interests and motivations of the public and engaging them in the decision‐making process can lead to better policy designs and, ultimately, better policy outcomes. However, studies of public engagement often assume that people have a desire to get involved in the policy process. This paper tests this key assumption using the case of nuclear facility siting in the United States to ask: what factors influence an individual's stated willingness to want to engage in the policy process? Using data from a national web survey fielded in 2013, we ask the public if and to what extent they would likely engage in the siting process if given the opportunity. Findings indicate that the likelihood of engagement varies rather substantially across individuals. We find that an individual's cultural belief system and existing level of political activity account for some of this variation. These findings suggest that public engagement programs may vary across groups and communities. In other words, the prospects of engagement are likely to appeal to some members of the population and not others.