The theatricality of eating in the life of St. Francis of Assisi

I examine the role of food, eating, and meals in the life of St. Francis of Assisi. I observe that his experience significantly differs from that of the female fasting saints. I show that his concern lies with the justifiability of eating, and that food is associated with dramatic lessons that instruct or chastise others. I argue that, like Christ, Francis uses food and eating to teach, to share a message, or to accept outsiders.     

The Battle of Cheriton: the analysis of artefacts from an English Civil War Battlefield

The Battle of Cheriton in 1644, one of many English Civil War battles, was a major turning point in the war. The battle has not been studied in detail, but the battlefield has been subject to extensive amateur metal detecting. Until now, only a very small percentage of the Cheriton battlefield assemblage has been examined. This paper aims to gain a new understanding of the events of the battle by analysing the assemblage of small finds that has been collected from the battlefield site. The result of this analysis is that the true location can now be provided with some certainty, along with a better understanding of the events and range of weapons used at the battle.     

To understand and be understood: facilitating interdisciplinary learning through the promotion of communicative competence

Whilst interdisciplinarity has become a central concern of research and learning in geography, few from the discipline have considered the practical facilitation of interdisciplinarity in the classroom. Module convenors, I argue, must pay greater attention to how learners engage and negotiate with peers and perspectives from other disciplines. In this paper, I focus on my own efforts in designing and teaching a second year undergraduate course on health, biomedicine, and society, to illuminate the opportunities and challenges facing teaching staff who seek to provide opportunities for interdisciplinary learning in the classroom. Drawing upon theories of communication, I demonstrate the significance of developing “communicative competence” as a pathway to successful interdisciplinary learning. Unless learners from one discipline can understand, and be understood by, peers from other disciplines, the accomplishment of interdisciplinary learning is undermined. Interdisciplinary modules should include learning outcomes that facilitate student development in this area. Approaching interdisciplinary learning through the lens of communicative competence casts critical attention upon the central abilities and cultural sensitivities that are the hallmarks of interdisciplinary collaboration – from negotiating meaning to critical disciplinary awareness – and highlights the lessons that interdisciplinarity poses for disciplines, such as geography, tasked with preparing students for interdisciplinary learning.     

International relations and foreign policy in the Australian Journal of Political Science: A review

The Australian Journal of Political Science (AJPS) has evolved from a publication that deliberately relegated articles in international relations (IR) to a secondary status to one that has defined and encouraged leading-edge contributions to that field. This development can be attributed to successive AJPS editorial teams’ realisation that contemporary political problems are increasingly interconnected and that emerging approaches to IR reflect this condition. Several recent and key IR debates that have emerged within the journal’s pages are assigned special attention here: the linking of Australia’s domestic politics to that country’s foreign policy interests and behaviour; in-depth discussions that relate to ongoing trends in the international political economy; critical analysis of national defence and regional security postures; and diverse theoretical perspectives that are increasingly shaping the IR field’s paradigmatic identity. It is concluded that the AJPS is now a leading source of IR thought and discourse.     

The Persian Presence in Nineteenth-Century English Poetry: A Taxonomy

This study employs keyword searches of literary databases such as Literature Online (LION) in an attempt to map the image of “Persia” in nineteenth-century English poetry as it was molded by a proliferation of thoughts and ideas in a variety of contexts. Completeness is not possible, of course, but the article aims to identify and explore some of the major categories within which the image of Persia was formed and disseminated in the nineteenth-century. The scope of the study is not confined to a corpus of poetic works that were written specifically on or about “Persia,” but takes account of a broader range of poems, and attends to the structure, texture and variations of the presence of “Persia” in nineteenth-century English poetry.     

The future role of GIS education in creating critical spatial thinkers

Teaching of critical spatial thinking in higher education empowers graduates to effectively engage with spatial data. Geographic information systems (GIS) and science are taught to undergraduates across many disciplines; we evaluate how this contributes to critical spatial thinking. The discipline of GIS covers the whole process of spatial decision-making, but GIS modules often ignore the context setting of spatial problems, and just cover the technical aspects of how to use GIS software. We outline how some existing GIS practicals could be improved to focus on the development of critical spatial thinking skills, competences and abilities that are valuable to graduates.     

Teaching and learning on a transnational education programme: opportunities and challenges for flying faculty in Geography and related disciplines

Within the context of the internationalization of UK higher education, an increasing number of UK-based institutions are developing collaborative degree programmes with overseas institutions, of which partnerships with institutions in China are the most common. This paper employs a critical reflective approach to explore, from different perspectives (self-reflection, student feedback, our colleagues’ experiences), some of the opportunities and challenges that exist for flying faculty through critical reflection on the author’s own flying faculty experiences delivering an introductory Physical Geography module in China. Teaching in an unfamiliar environment brings with it a plethora of challenges, however; for staff in Geography and related disciplines, active engagement with the external world through field-based learning is perhaps the most challenging aspect of any overseas teaching experience. As such, a particular focus of this paper is on the challenges, and potential solutions, of incorporating field-based learning and teaching in the international classroom. Ultimately, faculty with international teaching experience are best placed to develop and enhance the internationalization of their own institution’s curricula.     

Reading “wrecks of history” and the Harley family narrative

During the English civil wars, many elite families faced the destruction of the buildings, monuments, and movables that had served for centuries as testaments to their social standing. The Harleys of Brampton Bryan in Herefordshire faced just this situation after their estate was demolished during a Royalist siege in 1644. While the family had ample cause to lament, this study reveals that destruction could also be framed as a generative force. In this framework, the broken artefact works in multiple ways, recalling the intact pre-war family while simultaneously attesting to its suffering and sacrifice. As the Harleys and those close to them wrote about loss and destruction, they evoke the family’s ancient prestige and re-frame loss in a way that lays the groundwork for local reconciliation and the success of the Harley line. Out of the ruins of their lives, the Harleys are re-created as a godly, genteel family.     

From English to British liberty, 1550–1800

This essay was written for a symposium on Dutch conceptual history in a comparative European perspective. The concept in question here is liberty, and the context first English and then (following the creation of the United Kingdom in 1707) British. What follows primarily addresses two themes, both challenging. First, what role did the concept of liberty play over an exceptionally long and turbulent period of English history punctuated by two revolutions? Second, what relationship existed during this period between English and Dutch understandings and experience of this concept?     

民国时期华文教育本土化探析——以国语文教材的编写为视角

论文以民国时期大陆学人与东南亚学人所编东南亚华校国语教材为视角,探讨华文教育本土化问题。认为大陆学人所编东南亚华校国语教材的本土化倾向包括选材符合国外实际、稳妥处理敏感话题、教给儿童规范汉语及配以实用方便的教学法;东南亚学人所编东南亚华校国语教材的本土化倾向包括突出第二语言教学的特性、使用外语进行解释及强调国语文的特点。