Decolonizing Food Justice: Naming,Resisting, and Researching Colonizing Forces in the Movement

Over the past 15 years social movements for community food security, food sovereignty, and food justice have organized to address the failures of the multinational, industrial food system to fairly and equitably distribute healthy, affordable, culturally appropriate real food. At the same time, these social movements, and research about them, re‐inscribe white, patriarchal systems of power and privilege. We argue that in order to correct this pattern we must relocate our social movement goals and practices within a decolonizing and feminist leadership framework. This framework challenges movement leadership and scholarship by white people who uncritically assume a natural order of leadership based on academic achievement. We analyze critical points in our collaboration over the last four years using these frameworks. Doing so highlights the challenges and possibilities for a more inclusive food justice movement and more just scholarship.     

Teaching and learning in the tropics: an epistemic exploration of “the field” in a development studies field trip

Development studies employs theories, tools and methods often found in geography, including the international field trip to a “developing” country. In 2013 and 2014, I led a two-week trip to Ethiopia. To better comprehend the effects of “the field” on students’ learning, I introduced an assessed reflexive field diary to understand what the field trip experience teaches students about themselves and their relationship to the field. In this paper, I present critical reflections on “the field” that speak to a provocative concept – “the tropics”. These reflections illuminate prevailing challenges in the study and practice of development and suggest a way forward.     

ENTANGLED MEMORY: TOWARD A THIRD WAVE IN MEMORY STUDIES

This essay takes up the call for a “third phase” in memory studies and makes theoretical and methodological suggestions for its further development. Starting from an understanding of memory that centers on memory's temporality, its relation to language, and its quality as a social action, the essay puts forward the concept of “entangled memory.” On a theoretical level, it brings to the fore the entangledness of acts of remembering. In a synchronic perspective, memory's entangledness is presented as twofold. Every act of remembering inscribes an individual in multiple social frames. This polyphony entails the simultaneous existence of concurrent interpretations of the past. In a diachronic perspective, memory is entangled in the dynamic relation between single acts of remembering and changing mnemonic patterns. Memory scholars therefore uncover boundless cross‐referential configurations. Wishing to enhance the dialogue between the theoretical and the empirical parts of memory studies, we propose four devices that serve as a heuristic in the study of memory's entanglement: chronology against time, conflict, generations, and self‐reflexivity. Current debates on European memory permit us to explore the possible benefits that the concept of entangled memory carries for memory studies.     

Teaching Research Methods Courses in Human Geography: Critical Reflections

The authors reflect critically on their experiences of teaching research methods/methodology/techniques (MMT) courses in human geography for the first time. Through a highly reflexive process involving journaling, they engage with the broader scholarship of teaching and learning approach. Three themes characterize commonalities in their instructional experiences: (1) prior knowledge, (2) preparation, and (3) confidence. Specifically, they were challenged by needing to teach particular MMTs that they had not previously applied in their own research, by not knowing how best to prepare for teaching such courses, and by a lack of confidence with their approaches that stemmed from numerous issues.     

The Ethics Minefield: Issues of responsibility in learning and research

Google Glass was deployed in an Urban Studies field course to gather videographic data for team-based student research projects. We evaluate the potential for wearable computing technology such as Glass, in combination with other mobile computing devices, to enhance reflexive research skills, and videography in particular, during field research. The utility as well as the limitations of Google Glass are discussed, including its actual and potential application for teaching and data gathering purposes in the field. As such, this article constitutes one of the first instances of evaluating Google Glass as a social science research tool.     

Mapping reflexive communities: visualizing the geographies of emotion

Whereas ‘simple modernity’ was characterized by objective space, the grid of the map, and a removal of all subjective symbols or signs, ‘reflexive modernity’ is characterized by a re‐subjectivization of space. Within this space ‘reflexive communities’ emerge to make sense of emotions and experiences, reflecting particular ways of behaving, thinking and being. As geographers one task facing us now is to visualize and map the spaces of reflexive modernization. This paper presents a means of visualizing the text of emotions uncovered in the research encounter—a way of ‘mapping’ reflexive communities—and shows how we can articulate, negotiate and represent, complex emotional landscapes. The ‘maps’—which draw on spatial metaphors that permeate everyday emotions—such as ‘distancing’ ourselves, ‘engaging’, ‘joining’, ‘feeling detached’, ‘embracing’—were developed initially through analysis of in‐depth interviews with long‐term sufferers of myalgic encephalomyelitis (ME). Although the key focus of the paper is the experience of long‐term illness, the method of visualizing emotional geographies of everyday life could be applied in any number of fields. As such, it adds to the search across the social sciences for understanding the reflexive nature of contemporary space.     

The transformative potential of migration: Polish migrants’ everyday life experiences in Belfast,Northern Ireland

In this article, we analyse the processes of migration from the perspective of agency-structure debate. In particular, we focus on the reflexive and emotional aspects of geographical movement and the complex relations between the settlement context, Belfast, Northern Ireland, and migrating people, with their biographies, gender positioning, resources and agency. The movement across space is biographically significant, as it is often meant to resolve economic, family or personal difficulties. However, the geographical movement in itself is not necessarily empowering. We bring the notion of migration as potentially transformative but only when it is accompanied by structural enablements and agential powers of reflexivity. The reflection on one’s life course and the relations between self and the changing context of action shapes the migration experiences profoundly, which may further lead to shifts in gender positioning. The dynamics of shaping and being shaped is constantly present between migrants and the new context: the place influences everyday practices and, at the same time, the place is influenced by everyday actions and their reflexive elaboration. This article sheds light on these reflexive processes through the lens of gender.     

Fucking geographers! Or the epistemological consequences of neglecting the lusty researcher’s body

This article investigates the dichotomy within research on sexuality between the desiring body of the informant on the one hand and the non-desiring body of the researcher on the other. Despite earlier calls to acknowledge and include the eroticisms of the researcher, accounts where the desiring researcher’s body is a central focus remain exceptions to the rule. The main goal of this intervention is to investigate why the absence of the lusty researcher’s body seems to endure. I will first explore some of the reasons researchers might feel inhibited to self-disclose their desires, to continue with uncovering some of the techniques used to sustain the cover of the asexual, disembodied researcher. Afterwards, I will discuss my own experiences as a (junior) researcher in the field, mainly my own discomfort and embarrassment to be perceived as a desiring woman-researcher, and trace how this has informed my own research trajectory. I conclude by suggesting that writing down our negotiations between the validity of our research versus how much we are willing to self-disclose might be a first step towards an improved inclusion of lust and desire in sex research.     

Unfolding various academic mobility experiences of Southeast Asian women

This article draws on data from a qualitative research study undertaken with the main aim of investigating the issue of the gender dimension of the academic mobility of Southeast Asian women. Our research describes Southeast Asian women’s experiences of mobility, narrating why they choose to be mobile, how the experience of going abroad was responded to and/or rejected by their family, how they experienced life in a different country, and what evaluations they make about these experiences in personal, familial, and professional terms. The article stresses the need to improve the understanding of the factors that are still determining the chances of women to be mobile and obtain fruitful gains from these experiences. For this to be attained, the article follows through an intersectional approach to mobility, considering it is of much use as it allows to comprehend that the disadvantages associated with gender are cumulative, multi-layered, resulting from effects of several variables, including of the emotional, social, economic, and political contexts.