[Editorial] Labour geographies on the move: migration, migrant status and work in the 21st century

Editorial introduction to themed issue of Geoforu

Mind the gap: gender disparities still to be addressed in UK Higher Education geography

This paper evidences persistent gender inequalities in UK higher education (HE) geography departments. The two key sources of data used are: Higher Education Statistics Agency (HESA) data for staff and students, which affords a longitudinal response to earlier surveys by McDowell and McDowell and Peake of women in UK university geography departments, and a qualitative survey of the UK HE geography community undertaken in 2010 that sought more roundly to capture respondent reflections on their careers, choices, status and experiences. Findings show that although the gender gap is closing within HE geography in the UK there are significant ongoing gender disparities. Therefore, the paper argues that the long and demanding process of reducing gender inequalities (alongside other, equally vital intersectional inequalities) requires continued commitment. Furthermore, respondents evidence the cost of these inequalities: enablers and barriers to job security and career progression can have long-term impacts on quality of life and financial security, and affect personal life decisions. In recent years the UK-based Athena Swan and Gender Equality Charter Mark agendas have prompted universities to address gendered disparities and the authors note a changing zeitgeist. The survey findings point to the need for sustained leadership within geography departments to address the day-to-day gender – and other – inequalities experienced in the workplace

Children living with ‘sustainable’ urban architectures

This paper considers the everyday geographies of children living in new large-scale urban developments in which multiple forms of ‘sustainable’ urban architecture are characteristic features. We argue that children’s experiences of living with materialities, politics and technologies of sustainability have too-often been marginalised in much chief research on childhood, youth and sustainability. Drawing on qualitative research with 8-16-year-olds living with materialities of ‘sustainable’ eco-housing, urban drainage, wind turbines and photovoltaic panelling, we explore how sustainable urban architectures are noticed, (mis)understood, cared about, and lived-with by children in the course of their everyday geographies. In so doing, we highlight the challenging prevalence and significance of architectural conservatisms, misconceptions, rumours disillusionments and urban myths relating to sustainable urban architectures

On comfort and the culture of cultural geography

In this commentary, the author revisits Cosgrove and Jackson's (Area, 19, 95–101) article in two parts: first, outlining the personal significance of Cosgrove and Jackson's agenda by revisiting her roots in, and routes through, cultural geography over the last two decades; and second, re-engaging with the paper's key themes and arguments in a contemporary context, considering its on-going influence, with reference to work on methodological innovation, collaborations with other practitioners and transdisciplinarity. The author concludes by calling for a continued practice of revisiting within cultural geography to help ourselves and our students understand where cultural geographies come from and may be going next

Decolonial education and geography: Beyond the 2017 Royal Geographical Society with the Institute of British Geographers annual conference

This review is inspired by the recent resurgence of grassroots movements aimed at the decolonisation of education. The departure point of the paper are the numerous, recent academic responses to campaigns such as Rhodes Must Fall, Why is My Curriculum White?, Why Isn't My Professor Black?, and #LiberateMyDegree. Following from there, the narrative is divided into two sections. The first part reviews theoretical approaches to decolonial education, especially those rooted in the modernity/coloniality/decoloniality paradigm. The second part analyses the ways in which geographers have applied these ideas to our discipline. The review pays particular attention to the 2017 Royal Geographical Society with the Institute of British Geographers annual conference, curated under the “Decolonising geographical knowledges” theme. I argue that as geographers, we have to continue reflecting on the meaning of decolonial praxis, especially in relation to geographical education, beyond the recent conference. To these ends, the review concludes with seven specific questions for geographers to consider in the near future

White Settler Society as Monster: Rural Southeast Kansas, Ancestral Osage (Wah‐Zha‐Zhi) Territories, and the Violence of Forgetting

This article provides a critical analysis of the practices and discourses of white settler “men” in Southeast Kansas (Ancestral Osage Territories) by examining the inextricable links rural masculinity has with settler colonialism. I begin by underscoring how efforts in erasing Indigenous histories have been sanctioned through processes of dispossession, bordering, and nation‐state building. I then explore how hetero‐patriarchal rural hierarchies are assembled via capitalistic desires for private property; conservative Christianity's rhetoric of altruism and good intentions; white supremacist conceptions of race; and masculinist perspectives regarding work and gender. Next, I highlight how the spatial assertion of white settler masculinity reproduces colonial oppressions based upon interlocking subject positions and notions of difference. I continue by suggesting denial and disaffiliation are banal exercises of disavowal employed by white settler societies as attempts to forget colonial violence. I then finish by illustrating how a masculinist status quo might be disrupted, resisted, and transformed