Cultural geography. Different encounters, encountering difference

In the first half of this paper it is argued that cultural geography is a dynamic and diverse field that extends well beyond a single branch of human geography. The boundaries between it and other sub-disciplines are often blurred. People have «different» encounters with cultural geography depending on their sub-disciplinary convergences. People also have different encounters with cultural geography depending on where they live and work. «Place matters» in the construction, production and representation of cultural geography. It takes different forms in different places. In the second half of the paper it is argued that as cultural geography continues to encounter «difference» in many guises, four possible future trends are likely: first, it is probable that there will be continued growth in cultural geography; second, there may be mounting recognition that cultural geography needs to be critical offering possibilities for radical critique and reflection; third, cultural geographers are likely to continue with their efforts to think about what, if anything, might lie beyond representation; and finally, cultural geographers are likely to deepen their reflections on the politics of knowledge production leading to more multi-language publishing practices in this area

Creating new stories for praxis: navigations, narrations, neonarratives

This paper considers differing understandings about the role and praxis of studio-based research in the visual arts. This is my attempt to unpack this nexus and place it in a context of credibility for our field. Jill Kinnear (2000) makes the point that visual research deals with and intensifies elements of research and language that have always been part of the practice of an artist. Presented is a way to conceptualise and explain what we can do as researchers in the visual arts. I am recontextualizing notions of research, looking at the resemblances, the self-resemblances and the differences between traditional and visual research methods as a logic of necessity. I am investigating how we can decode and recode what we do in the language of appropriation and bricolage. In mapping the processes and territories, I am interested in the use of autobiography as a way to incorporate a deep sense of the intricate relationships of the meaning and actions of artistic practice and its embeddedness in cultural influences, personal experience and aspirations (Hawke 1996:35). This is a study that explores possible parameters for visual research, questioning in what sense is it the best way to understand our relationship with traditional research fields

Gone Bush

2017 essay contest winner Robyn Milhauser\u27s Gone Bus

Meeting the minimum standards of the Palermo Protocol: The case of South Africa

Magister Legum - LLMThis research is aimed at evaluating the adequacy and effectiveness of the legal framework dealing with human trafficking in South Africa. To achieve this purpose, a comprehensive overview of the punishment, prevention of human trafficking in South Africa was looked into as well as victim protection. An overview of the history of slavery and an analysis of the modern conceptualisation of human trafficking indicate that human trafficking is a highly complex concept, and that there are various approaches to the understanding of the concept of human trafficking. There are various definitions of trafficking found in international instruments of which the most important has been identified as that contained in the Palermo Protocol. The definitions vary also because trafficking is closely related to the phenomena of migration, slavery and smuggling of humans. The study further identifies some significant root causes of trafficking The research concedes that although common-law crimes, statutes and transitional legislation can be utilized to challenge some trafficking elements, these offences are not comprehensive enough to amply deal with the crime’s complexities and provide only a fragmented approach to combating the crime. The study shows that South Africa has adopted specific legislation, namely the Trafficking Act. The research further establishes also that international, regional and sub-regional instruments on trafficking and related aspects of trafficking provide guidelines for developing effective strategies to deal with trafficking within the region. The counter-trafficking strategies as found in treaties, protocols, declarations and resolutions, which focus specifically on combating trafficking and those with a human-rights focus, obliges States to prosecute traffickers, protect those who are vulnerable to trafficking as well as those already trafficked and establish measures for prevention. This research further highlighted the importance of preventing human trafficking which starts with government but non- governmental organisations play a vital role in this element as well

Reading and the digital revolution

Response to Maryanne Wolf's article in which she pondered the digital revolution’s potential to ‘unravel 5000 years of learning’ in relation to reading ('Will kids lose skill to think?', HSun, 20/10/07)

When whiteness is invisible to those who teach: Teacher training, critical professional development, and the intersection of equitable education opportunities

Background Non-White teachers comprise 18% of the teaching force with faster burnout rates than White teachers. Teachers of Color (ToC) are exhausted. Institutionally, pre-service teacher education (TE) and inservice teacher professional development (PD) neglect the experiences and perspectives of non-White teachers. Critical Professional Development (CPD) “frames teachers as politically-aware individuals who have a stake in teaching and transforming society; dialogical; honors relationality/collectivity; strengthens racial literacy; recognizes critical consciousness & transformation as an ongoing process” (Mosely, 2018, p. 271). Q1: What type of critical TE and PD is needed to transform the racialized education system? Q2: What are the benefits of transformational critical TE and PD for educators? Methods I did a systemic literature review of TE and PD in peer-reviewed journal articles. Results The results of the literature review found several themes including a lack of any racial or structural analysis; recruitment of ToC happens simultaneously with the enabling and reifying of racist beliefs; there is no education for ToC helping them navigate the racist educational system and conversations; there is no safe space in schools or the academy, e.g., “White space is unsafe – all schools are white space”; ToC experience racial violence every day in schools. Conclusions White teachers and administrators should listen to and believe ToC; critically and reflectively question their assumptions and biases; become an accomplice, a co-conspirator, not just an ally; become more observant of the ways that race and racism are operating in schools and classrooms; and engage in tough conversations about inequity at work.https://scholarscompass.vcu.edu/gradposters/1055/thumbnail.jp

The nature of intimacy: a qualitative study of five couples : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University

This study takes a qualitative approach to facilitate five couples describing their experiences of intimacy. Transcribed interviews were analysed for recurring themes and processes. The Waring Intimacy scale was also administered to participants. Athough intimacy is an important goal in contemporary society much is still to be understood about how it is achieved and maintained. Reis and Shaver (1988) have developed a process model of intimacy that describes a single interaction between two individuals and incorporates the properties of a relationship, thus recognising that intimacy is more than the sum of repeated interactions. The general validity of the model was confirmed by the experiences of the couples in this study. Differences were found between those with intimate relationships, who often behaved according to the model and those who reported their relationship as lacking in intimacy, who frequently omitted one or more steps of the model. The model was revised in the light of the data to incorporate such metacognitive factors as the effects of an individuals' expectations and beliefs on his or her motives, fears, needs and goals. Self disclosure was differentiated into direct or indirect, verbal or non-verbal; all of which may play a role in intimacy. The results show that intimacy is both a complex process and a subjective relational experience necessitating a relatively well defined sense of identity and high level communication skills. Analysis of themes and experiences from the interview data reflected the complexity of this construct more adequately than data from the Waring Intimacy Questionnaire