West-Central Asia: a comparative analysis of students’ trajectories in Russia (Moscow) from the 1980s and China (Yiwu) from the 2000s

Through an exploration of oral history and ethnographic material, this article makes a comparative examination of the life-trajectories of students from Yemen, Iraq, and Afghanistan who studied in Russia (Moscow) during the late 1980s, and from Tajikistan, Iran, Azerbaijan and Saudi Arabia who studied in China in the 2000s. In contrast to the cohort of students in Moscow who were mainly men from places with relatively amicable relations with the USSR, the female students of Muslim background from West and Central Asia regarded China as a place where they could pursue fulfilling forms of economic and personal autonomy. By comparing these two groups of international students, this article sheds light into the nature of historical, geographical and geopolitical connections and disconnections between West-Central Asia, Eurasia (especially Russia) and East Asia (especially China). By centring its attention to the demise of Soviet/Russian education and the emergence of China as a figure of economic prosperity, the article theorises West-Central Asia as a particular arena of interaction suitable to comprehend the networks, ‘third spaces’ or zones of interaction (e.g. Moscow and Yiwu), and forms of connection fostered by these students’ trajectories

From a certain point of view: sensory phenomenological envisionings of running space and place

The precise ways in which we go about the mundane, repetitive, social actions of everyday life are central concerns of ethnographers and theorists working within the traditions of the sociology of the mundane and sociological phenomenology. In this article, we utilize insights derived from sociological phenomenology and the newly developing field of sensory sociology to investigate a particular, mundane, and embodied social practice, that of training for distance running in specific places: our favored running routes. For, despite a growing body of ethnographic studies of particular sports, little analytic attention has been devoted to the actual, concrete practices of “doing” or “producing” sporting activity, particularly from a sensory ethnographic perspective. Drawing upon data from a 2-year joint autoethnographic research project, here we explore the visual dimension, focusing upon three key themes in relation to our runners’ visualization of, respectively, (1) hazardous places, (2) performance places, (3) the time–space–place nexus

Belonging to a different landscape: repurposing nationalist affects

This is an article about the embodied, sensual experience of rural landscape as a site where racialized feelings of national belonging get produced. Largely impervious to criticism and reformation by 'thin' legal-political versions of multicultural or cosmopolitan citizenship, it is my suggestion that this racialized belonging is best confronted through the recognition and appreciation of precisely what makes it so compelling. Through an engagement with the theorization of affect in the work of Divya Praful Tolia-Kelly, I consider the resources immanent to the perception of landscapes of national belonging that might be repurposed to unravel that belonging from within. I suggest that forms of environmental consciousness can unpick the mutually reinforcing relationships between nature and nation, opening up opportunities for thinking identity and belonging in different ways, and allowing rural landscapes to become more hospitable places

Exclusion and reappropriation: Experiences of contemporary enclosure among children in three East Anglian schools

Transformations of the landscapes which children inhabit have significant impacts on their lives; yet, due to the limited economic visibility of children’s relationships with place, they have little stake in those transformations. Their experience, therefore, illustrates in an acute way the experience of contemporary enclosure as a mode of subordination. Following fieldwork in three primary schools in South Cambridgeshire, UK, we offer an ethnographic account of children’s experiences of socio-spatial exclusion. Yet, we suggest that such exclusion is by no means an end-point in children’s relationships with place. Challenging assumptions that children are disconnected from nature, we argue that through play and imaginative exploration of their environments, children find ways to rebuild relationships with places from which they find themselves excluded. This is the author accepted manuscript. The final version is available from SAGE via http://dx.doi.org/10.1177/026377581664194

Participatory Augering: A methodology for challenging perceptions of archaeology and landscape change

Public engagement is a significant feature of twenty-first-century archaeological practice. While more diverse audiences are connecting with the discipline in a multitude of ways, public perceptions of archaeology are still marred by stereotypes. Community excavations of ‘sites’ to discover ‘treasures’ which tell us about the ‘past’ overshadow other forms of public research output and hinder the potential of the discipline to contribute to contemporary society more widely. This paper proposes participatory augering as an active public engagement method that challenges assumptions about the nature of archaeological practice by focusing on interpretation at a landscape-scale. Through exploration of recent participatory augering research by the REFIT Project and Environmental Archaeologist Mike Allen, this paper demonstrates how the public can contribute to active archaeological research by exploring narratives of landscape change. Evaluation of the existing case studies reflects the potential of the approach to engage audiences with new archaeological methods and narratives which have the potential to transform perceptions of the discipline and, through knowledge exchange, drive community-led contributions to contemporary landscape management