Theorising the anti-nation: George Woodcock,anarchism, and Canadian nationalism

George Woodcock was anarchism's most influential historian and an important public intellectual in Canada. This article focuses on his engagement with Canadian nationalism in the 1960s and 1970s. It argues that a ‘philosophical anarchism’ was at the heart of his intellectual project, and this informed his reading of Canadian cultural development and subsequent political challenge to Pierre Elliott Trudeau's civic nationalism. Woodcock decoupled the concepts of ‘nation’ and ‘state’ in order to develop a radically different model for Canada—the ‘anti-nation’—defined by regionalism, federalism and direct democracy. His reading of Canada's cultural history supporting this position was therefore part of a strategy to repurpose nationalist rhetoric towards anti-state ends.     

Connections between populism and nationalism: Evidence from Jair Bolsonaro's speeches

Recent studies have warned about the close relationship between populism and nationalism. This article offers an empirical contribution to the examination of this relationship by analysing the presence of populist and nationalist elements in the official speeches of the outgoing Brazilian president Jair Bolsonaro. We make two contributions to this expanding literature. First, we show that the supposed ambiguity between populism and nationalism can be resolved by an approach that clearly separates the two concepts. Second, we find that Bolsonaro is more populist than nationalist. His populism has elements in common with other European populist leaders (attacking political parties and the political class), but he distances himself from them by presenting authoritarian traits. Nativism is completely absent (unlike in Europe), but ‘sovereignism’ (‘us’ vs. ‘other nations or institutions’) and ‘civilisationism’ (‘us’ vs. ‘minorities’) sometimes overlap with populism. We conclude that a tension exists between populism and nationalism that can endanger the ‘good’ relationship between the populist leader and their supporters. This is something that future research on populism should consider.     

HISTORY MAKING AND ETHICS—AN INTEGRAL RELATIONSHIP?

In this review essay, I examine the arguments made by Marnie Hughes-Warrington, with Anne Martin, in Big and Little Histories: Sizing Up Ethics in Historiography. While I find much to praise in this history, I also ask critical questions about the impact of non-Western ethics on historical writing, the role of ethics in historical writing generally, the need to further investigate the everyday lifeworlds of history makers in order to fully understand their ethical dispositions, and the relationship between the ethics of history making and engaged forms of historical writing. I conclude this review essay by offering some reflections on the interrelationship between history and memory and the ethics involved in both.     

Heritage Monitoring Scouts: Engaging the Public to Monitor Sites at Risk Across Florida

ABSTRACT

Along Florida’s nearly 13,000 km of shoreline, nearly 4000 archaeological sites and over 600 recorded historic cemeteries are at risk from climate change impacts including coastal erosion and a 2-metre rise in sea level. In 2016, the Florida Public Archaeology Network (FPAN) created the Heritage Monitoring Scouts (HMS Florida) programme to engage the public in monitoring sites at risk. The programme grew quickly during the first year of operation to include 233 volunteers who submitted 312 monitoring forms. The programme exists beyond the singular act of a volunteer reporting site conditions; across Florida, varied combinations of local partnerships present unique opportunities for programmes, for example, the pilot program at the Guana Tolomato Matanzas National Estuarine Research Reserve. Preliminary outcomes from the first year of HMS Florida and the pilot indicate the programme is effective in public engagement and a powerful management tool for tracking change to sites over time.     

‘They have to abide by our laws … and stuff’: ethnonationalism masquerading as civic nationalism

The long established distinction between civic nationalism and ethnonationalism is useful heuristically to understand different dimensions of nationalism and perhaps track a movement from ethnic forms to civic allegiances, though some have challenged its empirical veracity and others question the normative implications of such a distinction. This paper demonstrates the ways in which the two are elided in everyday discourses about migrants in Australia. We argue suspicion of cultural difference, identified more than three decades ago as the new racism, has given way to talk of the need for migrants to ‘follow the law’. This serves rhetorically to reinforce the notion that migrants, often implied to overlap with the category ‘Muslims’, are insisting on breaking the law and/or changing it and are therefore culturally incompatible with a modern liberal democracy. We argue that since ethnic nationalism, like racism, is out of favour normatively, ethnic nationalist arguments are now superficially concealed beneath the acceptable language of civic nationalism. The manner in which this occurs is mapped discursively using data from a corpus of twenty seven focus groups conducted around Australia.     

Community Engagement in Historical Site Protection: Lessons from the Elmina Castle Project in Ghana

Abstract

Engaging communities in the protection of heritage means that the communities living around the heritage sites are involved in the process of identifying issues that affect the conservation of these sites and can propose ways by which they can be addressed. In Ghana, the Elmina Castle project shows close collaboration between the communities living around these slave forts and castles, the legal custodians, and other stakeholders. This case study unpicks the process to show how the existing traditional systems were approached and involved. The result of this participatory collaboration is a strategic document which will be implemented to ensure proper protection of these sites in the wake of development and modernization.     

Inclusive partnership: enhancing student engagement in geography

Partnership is currently the focus of much work within higher education and advocated as an important process to address a range of higher education goals. In this paper, we propose the term inclusive partnership to conceptualise a non-selective staff–student relationship. While recognising the challenges of inclusive partnership working for institutions, staff and students, this paper outlines the opportunities it offers and provides detailed case studies of inclusive partnerships within the geography curriculum. We conclude with some guiding principles to inform the development of inclusive partnerships in a range of settings.     

After Empire: Karl Renner's Danubian model of pluralism

This article argues that Karl Renner's multinational model for the Austrian‐Hungarian Empire is an alternative model for contemporary a‐territorial, multinational and federal arrangements. Nations, in his view, should act as intermediary bodies between the relevant communities and the state. His concept of ‘subjective public law’ combines principles that most authors find mutually exclusive: individual rights, choice over one's national cultural membership, non‐territorial administration of national communities and overseeing of equal collective rights by the state. Neither Staatsnation nor Kulturnation, the model is a combination of the two under the auspices of a federal state combined with a strong theory of individual and collective rights. I provide the reader with a comprehensive intellectual biography of Karl Renner, as I argue that an understanding of the man himself, his political pragmatism and his statism are crucial to comprehending this theoretical position. Throughout his life, Renner was a German nationalist, held a strong nostalgia for the Habsburg Empire and voted in favour of the Anschluß. His concurrent careers as a scholar and as a politician account for a series of contradictions. I argue however that these can be reconciled and explained by a careful comparative reading of his scholarly work and his political statements.     

Ethno‐traditional nationalism and the challenge of immigration

The rise of the populist right in the West is emerging as the most discussed manifestation of nationalism in the world today. In this paper, I argue that this ‘new nationalism’ is largely driven by immigration, which affects ethnic majorities within nation‐states. This in turn alters the ethnic character of the nation, challenging what I term the ethno‐traditions of nationhood. Our inherited concepts of ethnic and civic nationalism were developed in an earlier period when immigration was limited and territorial revisionism animated nationalist movements. Only on the furthest reaches of the extreme right is the worldview one of ethnic nationalism. In our demographically churning yet territorially static western world, we need a new term to describe the cultural nationalism of the anti‐immigration right. I characterise this as ethno‐traditional nationalism, a variety of nationalism which seeks to protect the traditional preponderance of ethnic majorities through slower immigration and assimilation but which does not seek to close the door entirely to migration or exclude minorities from national membership.     

Expectation,motivation, engagement and ownership: using student reflections in the conative and affective domains to enhance residential field courses

Residential field courses are important and should be designed and delivered to maximize their value to students, staff and institutions. In this context, we use a novel approach involving analysis of the daily affective and conative reflections of students immersed in the field course experience to better understand student engagement with fieldwork. We show that students base their field course choice on a range of factors (costs and benefits) and that these choices subsequently influence student expectations and motivation to engage with fieldwork. We also show that the motivation of students to engage with fieldwork-based learning varies from person to person and from day to day. Our findings suggest that having a more nuanced understanding of the decisions students make when deciding which field course to enrol upon would enhance our ability to design attractive, accessible and useful field courses; that having an awareness of the expectations of students around field courses would enable us to better prepare them to undertake them; and that students are more motivated when they are afforded an opportunity to work independently and perceive themselves to have ownership of their learning.