Unruly topographies: unemployment, citizenship and land settlement in inter-war Wales

Between 1934 and 1939, over 5000 people, mainly ex-miners and their families, were settled in government-owned land settlements in England and Wales. This policy emerged as a response to mass unemployment, and complemented other schemes for the unemployed developed by the inter-war National Government. This paper will consider the geographical conditions that were imagined, realized and contested in these settlements. Acknowledging the hybrid and liminal nature of these spaces, the paper mobilizes new work in cultural and historical geography and draws out the heterotopic potential of the settlement programme.     

The countryside as educator: schools, rurality and citizenship in inter-war Wales

This paper examines the ways in which the educational system in inter-war Wales reflected wider debates about national identity, rurality and citizenship. It begins by outlining the role of education in the “rebirth” of Wales at the end of the nineteenth century, and the emergence of the central figure of O. M. Edwards. It then traces his legacy into the inter-war period and the work of the Welsh department of the Board of Education and its permanent secretary Alfred Davies. Themes of nature and the rural, citizenship and Welshness are examined in the context of the Board's Scheme for the Collection of Rural Lore in Schools. These educational debates are linked to others within Welsh youth movements likeUrdd Gobaith Cymru, academic geography (especially the work of H. J. Fleure), and the emerging Welsh nationalist movement. The paper ends by noting the contested role of education in Welshness.     

In search of Wales: travel writing and narratives of difference, 1918–50

Travel writers since the eighteenth century have sought to portray Wales as a place of «difference» with its own culture, history and legends woven into the landscape. Their texts were later to inspire twentieth-century travellers. These later travellers also drew on the academic work of geographers, anthropologists and archaeologists such as H.J. Fleure, Cyril Fox and E.G. Bowen who wrote extensively and influentially on their ideas of identity and race grounded in the landscapes of Wales. One recurrent theme throughout these popular travel narratives, like H.V. Morton'sIn Search of Wales , was that of a Celtic history and culture, evident both in landscape and in the people. Travellers» books recorded journeys punctuated by visits to the monuments of this Celtic past with its hill-forts and standing stones, and by encounters with the peoples of Wales. The literature of travellers and academics combined to create a particular form of text for Wales that in turn became the language for the promotion of tourism and for the images and experiences of Wales that could be taken away by those who came to visit.     

Learning to think the past: Heritage,identity and state education in Wales

Abstract

Despite its problematic nature, the term Celtic is often linked with Wales and its history. Commonly regarded as a Celtic nation, the concept has been used to engender a sense of identity and also a sense of difference between Wales and other parts of the British Isles, particularly with England. As the national curriculum has been adapted to the needs of schools in Wales, some of these aims and objectives have been made explicit in many parts of the syllabus. Heritage sites in Wales also relate their history and present archaeology to a Celtic past and a case study of a specific site in Pembrokeshire is used to exemplify this approach. There is evidence that children find these portrayals of their past, as contained in the teaching in schools and site visits, interesting and informative. The dangers lie in the over‐simplification of the contested concept of Celticity and in the shortage of good evaluative assessments of these learning to think approaches.