5,923 research outputs found

    Learn, Teach, Heal: Articulations of Indigeneity and Spirituality in Indigenous Tourism in British Columbia, Canada

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    ‘Learn, Teach, Heal’ encapsulates what seems to be occurring in Indigenous Tourism on Vancouver Island and the Haida Gwaii in British Columbia, Canada. Operating as a ‘Tourist-researcher’ in 2017 and 2018, I was there at a time when Indigenous Tourism was booming, partly facilitated by the political movement of Truth & Reconciliation. Tourism is often seen as a shallow, commercial and artificial activity, yet such a view risks speaking over the various reasons why hosts choose to engage in the industry. This dissertation offers a case study based on tours, performances and interviews with six people. The research foregrounds the voices and experiences of: Andy Everson, Tana Thomas, Roy Henry Vickers, Tsimka Martin, K’odi Nelson and Alix Goetzinger. In listening to how they present their work, I study how indigeneity and spirituality were being articulated in ways that relate to processes of decolonisation. Whilst they were all engaged in tourism for their own different reasons, a common theme that emerged was the goal to use tourism to learn, teach and heal, both for themselves and for their guests. Learning how to be guides and performers, their languages, traditional practices, histories and politics, they were able to explore with tourists aspects of their indigeneity and spirituality, illustrate diversity of peoples and practices, and teach about their values and hopes for the future. Healing is gained through having a space to learn and to teach, and to restore pride to the communities by taking control of the narratives. It is my contention that Indigenous Tourism is offering these six people sites of ‘becoming’ and ‘reclaiming’ in a way that puts decolonisation into practice

    Tourism and heritage in the Chornobyl Exclusion Zone

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    Tourism and Heritage in the Chornobyl Exclusion Zone (CEZ) uses an ethnographic lens to explore the dissonances associated with the commodification of Chornobyl's heritage. The book considers the role of the guides as experience brokers, focusing on the synergy between tourists and guides in the performance of heritage interpretation. Banaszkiewicz proposes to perceive tour guides as important actors in the bottom-up construction of heritage discourse contributing to more inclusive and participatory approach to heritage management. Demonstrating that the CEZ has been going through a dynamic transformation into a mass tourism attraction, the book offers a critical reflection on heritagisation as a meaning-making process in which the resources of the past are interpreted, negotiated, and recognised as a valuable legacy. Applying the concepts of dissonant heritage to describe the heterogeneous character of the CEZ, the book broadens the interpretative scope of dark tourism which takes on a new dimension in the context of the war in Ukraine. Tourism and Heritage in the Chornobyl Exclusion Zone argues that post-disaster sites such as Chornobyl can teach us a great deal about the importance of preserving cultural and natural heritage for future generations. The book will be of interest to academics and students who are engaged in the study of heritage, tourism, memory, disasters and Eastern Europe

    The Adirondack Chronology

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    The Adirondack Chronology is intended to be a useful resource for researchers and others interested in the Adirondacks and Adirondack history.https://digitalworks.union.edu/arlpublications/1000/thumbnail.jp

    Walking with the Earth: Intercultural Perspectives on Ethics of Ecological Caring

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    It is commonly believed that considering nature different from us, human beings (qua rational, cultural, religious and social actors), is detrimental to our engagement for the preservation of nature. An obvious example is animal rights, a deep concern for all living beings, including non-human living creatures, which is understandable only if we approach nature, without fearing it, as something which should remain outside of our true home. “Walking with the earth” aims at questioning any similar preconceptions in the wide sense, including allegoric-poetic contributions. We invited 14 authors from 4 continents to express all sorts of ways of saying why caring is so important, why togetherness, being-with each others, as a spiritual but also embodied ethics is important in a divided world

    How might home practices be impacted by children’s engagement with multimedia environmental education at school?

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    Given the potential of music and artwork to engage people in environmental issues and learners in educational settings, and the lack of research on how primary school children engage with environmental education, this thesis aimed to explore the impact multimedia environmental education had on primary school pupils, their families and the environmental practices they carried out within the home using qualitative methods and social practice theory. Pupil engagement and underlying factors that helped or hindered any process of change were also studied. Observations of lessons and semi-structured interviews were conducted with 21 Key Stage 2 pupils, aged between seven and 12 years old, from four primary schools across Essex, Gloucestershire and Dorset in the UK. Interviews were also conducted with pupils’ families and teachers. Findings showed how pupils engaged with the multimedia environmental education programme in different ways, including actively, passively and not at all, and although pupils experienced some difficulties with the content, the songs and animations were engaged with positively, with pupils enjoying them and remembering their environmental lessons as a result. Different strategies were used by family members when discussing and actioning the environmental education, namely nagging and asking of permission by children, with family members both supporting and resisting requests, such as via ‘counter nags’. Limited impacts were found on practices within the domains of travel, energy and waste management, with numerous underlying factors impacting any process of change. By applying social practice theory to explore how primary school pupils engaged with multimedia environmental education, the impact this education had on families’ environmental practices in the home and underlying factors that impacted any process of change using qualitative methods, this thesis contributed to theory, literature, methodology and environmental education practitioners and policy. Avenues for future research, limitations, and the impact of COVID-19 are discussed

    DETUROPE 2022

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    Assessing Agroecological Principles at the Intervale in Burlington, Vermont: A Case Study and Multimethod Research with a Participatory Approach in a Peri-Urban Socioecological System

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    The emerging field of urban agroecology promises to mend the prevalent unsustainable rupture between rural and urban/peri-urban agri-food endeavors since global industrial conglomerates took power. My research contributes to the efforts of mending this rupture by, first, advancing the academic discussion on how to fill an evidence-based gap on the use of the much theorized multidimensional and cross-disciplinary principles of agroecology to assess community-based agri-food systems beyond the farm level. To do so, my research uses the fifteen principles of agroecology proposed by the non-profit Coopération Internationale pour le Développement et la Solidarité (CIDSE, 2018). Second, my research expands the understanding of how these agroecological principles may be put into practice in different cases and scenarios, especially in urbanized environments. This investigation uses a single significant case study methodology to share a place-based experience as a possible example of urban agroecology. The case study is a 340-acre information-rich peri-urban organic agroecosystem in Burlington, Vermont, owned and managed by the Intervale Center. My research investigates how the Intervale, a non-profit organization and socioecological system, may be practicing agroecology and consider opportunities to strengthen such practices. My investigation involves a principles-focused and context-sensitive baseline assessment (inspired by Patton, 2018) using a qualitative multimethod framework and a participatory action research (PAR) approach. The multimethod framework triangulates a 'practical' PAR stream of inquiry for the co-creation of knowledge with a purposive sample of participants (semi-structured interviews with visual tools such as CIDSEs agroecological principles infographic, site mapping, and photovoicing) and a 'theoretical' stream where the researcher connects theory to practice (participatory observation, photo-documentation, and document analysis) for an integrated analysis. According to observations and participants' responses, the Intervale follows agroecological principles. The collective practices related to the agroecological principles of strengthening local food producers and community and nourishing biodiversity and soils are most prevalent at the Intervale. The organization also plays a noticeable role under the principle of enhancing the power of the local market and building on a social and solidarity economy. There are also some specific areas of intervention in the organizations operations to achieve higher levels of agroecological transformation, especially under the principles of fostering more diversity and solidarity, encouraging stronger participation of food producers, and promoting more farmer-to-farmer exchanges. Conclusively, this research reduces the evidence-based gap between the theory supporting a set of agroecological principles and their application beyond the farm level and in an urbanized setting. The comprehensive methodology and the results illuminate how the Intervale's placed-based practices could serve as an example to advance urban agroecology in North America and even other regions

    Intimate shaping: the embodied self and activist therapeutic practices during the Greek economic crisis

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    The social transformations that have transpired in Greece during the period of the economic crisis have altered the social fabric of living through the imposition of austerity politics, economic hardship, and work insecurity. These social shifts have created complex utterances of loss and vulnerability, but also resistance. This thesis examines the ways in which the self is enveloped and shaped by the power dynamics of the economic crisis and the feelings and experiences that permeate it, in order to advance a deeper understanding of how the crisis becomes embedded into the self. Aiming to identify ways of moving beyond the impasse and hopelessness of precarious living within the crisis, this study also explores the capacities for action and movement that the crisis can generate, in the context of social clinics and the psychotherapeutic practices embedded in them. Social clinics are a grassroots solidarity movement created by volunteer health professionals where practices of care provision and economic activity are performed in ways that challenge the neoliberal and austere. This thesis creates a theoretical space that can hold together the in-between space of entanglement where the personal meets the economic. Drawing upon Foucauldian and governmental perspectives, I examine subjectification processes within neoliberal realities. Thinking with Judith Butler, I focus upon vulnerability, loss, and dispossession, within the context of the crisis. Through cultural theory, I examine the affective textures of everyday lifeworlds during the crisis. Imagining other worlds and economies, I draw on Gibson-Graham to examine social clinics and the practices they incorporate as activist projects that can unsettle the present economic world. This thesis employs a critical autoethnographic approach, as I delve into this space of in-betweenness through my own experiences of precarious living, while entangling my stories with those of volunteer psychotherapists who offer their services in social clinics of Athens. By using writing as inquiry and thinking with theory as my analytical approach, I foreground my body as an instrument of research and advance an understanding of theory as an embodied and dynamic process that connects thinking and doing
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