Material Geographies and Postcolonialism

While postcolonial studies have inspired new ideas, a new language and a new theoretical inflection for a wide range of teaching and research in human geography, there have been few sustained discussions about what might constitute a postcolonial geography. This paper attempts to deal with this absence by exploring the possibilities of material geographies of postcolonialism. It suggests that geographers are particularly well placed to respond to criticisms of postcolonialism as remaining overwhelmingly textual, cultural and/or historical in focus by contributing towards a productive engagement between postcolonialism and the material realities of global inequalities, and towards a revivified political and ethical project. It explores how particular tactics might inform postcolonial methodologies within geography and makes some tentative suggestions on what a postcolonial political praxis might look like.     

Postcolonialising Geography: Tactics and Pitfalls

The moves within postcolonial theory to "provincialise Europe" encourage an acknowledgement of the parochial nature of much of what still passes for universal theory in the western academy. Within geography, postcolonialism has generated a strong interest in colonial histories and contemporary postcolonial politics, but this has not displaced the dominant parochial forms of theorising in the discipline. The paper argues for a more cosmopolitan theoretical project within geography, one whose routes through a range of intellectual traditions and contexts might encourage a broader scope to conversations about space and nature, and produce more lively and creative insights into some of the urgent political issues facing the world today. A geography whose intellectual vision is limited to the concerns and perspectives of the richest countries in the world has little hope of effectively participating in the debates that will matter in the twenty-first century. Within the frame of this long-term intellectual project, this paper will suggest some initial practical steps which researchers, writers, teachers and students in geography might take to start to decentre the predominant Euro-Americanism of the discipline. The specific sources of inspiration for this argument are drawn from comparative urbanism and Southern African geography.     

Collaboration Across Borders: Moving Beyond Positionality

Discussions about collaborative spaces in postcolonial feminist and geographical analyses have often hinged on questions of positionality, reflexivity and identity, largely in relation to the politics of representation. Such approaches have often led to an impasse, especially in fieldwork-based feminist research, where reflexivity has mainly focused on examining the identities of the individual researcher rather than on the ways in which those identities intersect with institutional, geopolitical and material aspects of their positionality. This kind of identity-based reflexivity does not distinguish systematically between the ethical, ontological and epistemological aspects of fieldwork dilemmas; it also fails to adequately address how our ability to align our theoretical priorities with the concerns of communities whose struggles we want to advance is connected to the opportunities, constraints and values embedded in our academic institutions. This article takes this discussion forward by arguing for a postcolonial and transnational feminist praxis that focuses explicitly and deliberately on (a) conceptualising and implementing collaborative efforts that insist on crossing multiple and difficult borders; (b) the sites, strategies and skills deployed to produce such collaborations; and (c) the specific processes through which such collaborations can find their form, content and meaning. To ground this discussion, I draw upon two collaborative initiatives that I have begun recently in the state of Uttar Pradesh, north India.     

行为地理学的学科特色与拓展路径

行为地理学是人文地理学的一门重要的分支学科,因其独特的分析视角和对人地关系的深入阐释而在20世纪70年代快速发展。但是,目前缺少关于行为地理学学科框架的系统界定,对于行为地理学在人文地理学中的独特性和学科分工的讨论尚不够深入,这既不利于人文地理学其他子学科的研究者正确认识行为地理学研究的价值,也不利于行为地理学者之间凝聚共识、构建学术共同体。恰逢中国行为地理学专业委员会成立之际,论文尝试进一步厘清行为地理学的学科特色与定位,在回应当前行为地理学面临的一些学科属性和理论路径选择方面的困惑的基础上,指出行为地理学的一些拓展路径。行为地理学兼具研究对象和研究方法论的定位,其核心价值在于提供了理解人地关系的个体视角、主观视角和过程视角;未来行为地理学应该在坚持自身特色的基础上,立足尺度理论推动微观尺度研究与宏观尺度研究的对话整合,进一步拓展对行为的心理机制解释和相关因果机制的检验,并立足中国的地理背景加强中国行为地理学研究的原创性和应用价值。期待更多学者积极投身行为地理学研究之中,共同推动中国行为地理学的发展。     

Courtroom Ethnography: Researching the Intersection of Law,Space, and Everyday Practices

This article argues for a more sustained use of courtroom ethnography by geographers as a means to research legal phenomena, especially in matters of court trials. To do this, I begin by referencing two main threads of courtroom ethnographies conducted in disciplines outside geography, specifically the spaces of the courthouse and courtrooms and the study of emotion and bodily performances by sociolegal and sociology scholars. To then underscore the ways in which a geographical perspective can enhance this existing research and point to topical and theoretical interventions that courtroom ethnography might offer geography, I draw on my experiences with courtroom ethnography on the criminal trial against former Enron chief executives Ken Lay and Jeffrey Skilling. This experience produced a nuanced and lively understanding of how law, justice, and space comingle through the court’s physical spaces and performative embodiments. My conclusions emphasize courtroom ethnographies’ scholarly opportunities for researchers who study the intersection of law and space, while also reflecting on its challenges. Key Words: corporation, courtroom, Enron, ethnography, legal geography.     

Reflections on a White Discipline

Utilizing a partially autobiographical format, this article considers the practice and study of race within geography. I argue that the overwhelmingly white composition of the discipline has very real implications for both individual experiences and our intellectual production and disciplinary culture. I explore these issues by drawing on my own experiences as a Chicana within geography, and by examining the extent to which one area of research, environmental justice, has engaged questions of race and the consequences of that engagement. I conclude with some general remarks on what it might take to significantly diversify geography.     

Reflections on a White Discipline

Utilizing a partially autobiographical format, this article considers the practice and study of race within geography. I argue that the overwhelmingly white composition of the discipline has very real implications for both individual experiences and our intellectual production and disciplinary culture. I explore these issues by drawing on my own experiences as a Chicana within geography, and by examining the extent to which one area of research, environmental justice, has engaged questions of race and the consequences of that engagement. I conclude with some general remarks on what it might take to significantly diversify geography.     

Critical GIS pedagogies beyond ‘Week 10: Ethics’

Over two decades after the scholarly interventions that coalesced into ‘critical GIS’ as a field within GIScience, critical GIS remains underdeveloped in conversations on teaching and learning. The literature on GIScience education has emphasized content more than pedagogies – what to teach versus how to teach to move students toward particular learning objectives. This emphasis is reflected in dominant curricular approaches to critical GIS, in which questions around the complicated origins and complicit social, political, and economic relationships of GIS are taken up as discrete topics, tacked onto instruction that otherwise prioritizes technical dimensions of GIScience. We argue that GIScience coursework must resist such modularization by approaching critical GIS not as a set of topics, but an orientation to GIS praxis that ‘does’ GIS from within a questioning stance, to ask how we know. We outline specific curricular shifts and teaching practices we have used to foster this orientation in GIS students, offering ways of continually engaging students in practicing this orientation as they learn strong technical GIScience content. Finally, we trace the successes, challenges, and tensions sparked by these critical GIS pedagogies, drawing on student evaluation comments from our courses and reflecting on broader implications for GIScience instructors and geography faculty.     

Introductory Human Geography Textbook Representations of Africa

This article analyzes representations of Africa found in ten introductory human geography textbooks. Recent research in communications studies cites the common tendencies of the U.S. media to represent Africa in rhetorical tropes of disaster that are ahistorical and rife with geographical abstraction and misrepresentation. The main textbooks in geography tend to avoid ahistorical and geographical simplification, yet they often repeat stereotypes and misleading media imagery concerning Africa. A broad body of works by geographers in the last decade that offers critical scholarly analysis of both African crises and African everyday life is generally underrepresented in the discipline's introductory textbooks, although some encouraging exceptions do exist to that generalization. It is suggested that geographers need to critically re‐examine the ways in which African examples are utilized to teach fundamentals of human geography.     

Introductory Human Geography Textbook Representations of Africa

This article analyzes representations of Africa found in ten introductory human geography textbooks. Recent research in communications studies cites the common tendencies of the U.S. media to represent Africa in rhetorical tropes of disaster that are ahistorical and rife with geographical abstraction and misrepresentation. The main textbooks in geography tend to avoid ahistorical and geographical simplification, yet they often repeat stereotypes and misleading media imagery concerning Africa. A broad body of works by geographers in the last decade that offers critical scholarly analysis of both African crises and African everyday life is generally underrepresented in the discipline's introductory textbooks, although some encouraging exceptions do exist to that generalization. It is suggested that geographers need to critically re-examine the ways in which African examples are utilized to teach fundamentals of human geography.     

Lusotropicalism: Tropical geography under dictatorship, 1926–1974

This article locates Portuguese tropical geography within wider academic debates on ‘tropicality’, contributing to discussion on not only the ‘tropicality of geography’ but also the ‘geography of tropicality’. It traces the role of Portuguese tropical geography in the colonial project and in the production of geographical knowledge, discourses and imaginaries, in particular the emergence of lusotropicality. While noting the underestimated connections with developments in German and British geography, we argue that the genealogy of Portuguese tropical geography lies mostly within contemporaneous French developments. By focusing on the central role of the Lisbon school (i.e. the Centre for Geographical Studies established in 1943), and in particular the tropical research initiated by Orlando Ribeiro (1911–1997), the paper seeks to engage with the ways in which geographical knowledge was produced within the academic discipline in Portugal under military dictatorship associated with the Estado Novo (1926–1974). By decentring the exploration of some of the ways in which the ‘tropics’ have been constructed and revising forms of producing geographical knowledge, the paper hopes to further understandings of the geographical imaginary of the tropics, unravelling the history and the role of geography in colonialism.     

The unauthorized city: Late colonial Lusaka and postcolonial geography

This paper uses a case study of Lusaka, Zambia, to interrogate several aspects of the literature on postcolonial geography. I deploy two concepts from African postcolonial studies – the idea of exclusionary democracy and the concept of the domestication of difference – and assess the continuity in their applicability to Lusaka. More specifically, I examine the contention that both the political and the planning dynamics of the last years of colonialism are foundational to state–society relationships in contemporary Lusaka. Distinguishing two spheres for in-depth discussion – urban government and housing policy – I concentrate on the final years of colonialism, moving through to the contemporary setting, to examine if the roots still show for the processes creating exclusionary democracy and domesticating difference. I also examine the ambivalent and incomplete character of those processes. I close with an assessment of the broader meaning inherent in understanding Lusaka in postcolonial terms.     

Bare life as a development/postcolonial problematic

Development studies and postcolonial studies conceptualize and examine the Third World in different ways, yet works associated with the two fields can usefully be combined to illuminate key issues in our time. This article focuses on postcolonial transitions in parts of Africa where the state actively injures or kills a local citizenry, sometimes in the name of development. Using Zimbabwe and Rwanda as very different examples of such transitions, and drawing on selected development and postcolonial writings – fact and 'fiction'– I argue for framing such cases as examples of the 'bare life', 'camp' biopolitics articulated by Georgio Agamben. These concepts enable us to see the widening spaces of exception to law that a postcolonial state can create in periods of crisis and defend on the grounds of post-coloniality, that is, as states always already injured by colonialism and its biopolitical development project. The terrain such states enter might be termed 'fascism'– a location of political economy that development studies has generally neglected in recent years but that novels depicting postcolonial contexts can make vivid.     

Claims: A postcolonial geographical critique of 'partnership' in Britain's development discourse

This paper uses postcolonial theory to establish a critique of the concept of 'partnership' in the British Labour government's 1997 White Paper on International Development, which is routed through the colonial metaphor of the British Commonwealth 'family of nations' to reproduce racialized hierarchies and deny mutuality in the contemporary development of Britain and its former colonies. In the course of this critique, the paper urges British geography to acknowledge its own postcoloniality, which will lead to a mainstreaming of concerns about global justice and provide intellectual resources to reimagine the geographies of postcolonial Britain.     

人文地理学研究与学术论文写作漫谈

改革开放以来,中国的人文地理学研究取得了长足的发展,学术研究逐渐规范化,研究范围大为拓宽,研究手段不断更新,对政府决策及社会经济发展的影响不断加强。尽管已取得令人欣慰的进展,我们仍需在理论与方法上与国际接轨,紧跟学科发展理论前沿,充分应用规范的方法论指导。为提高国内人文地理学的研究水平,简要探讨了人文地理学研究的理论和方法,阐述了学术论文的范式及写作方法。最后,提出中国人文地理学需要强化三个转型：理论化、科学化、国际化。     

Geography Education: The Glass Is Half Full and It's Getting Fuller

This article examines the recent progress of geography education as an academic subfield of geography and as an area of activity in K–12 education. Challenges to both endeavors are described. A restructuring of geography education's research program that focuses on spatial thinking and reasoning and merges applied and theoretical research is proposed.     

American Empire and Globalisation: Postcolonial Speculations on Neocolonial Enframing

In this paper, I examine the ways in which widely reproduced discourses and theories about globalisation elide American dominance. Drawing on arguments about enframing made by Timothy Mitchell in his postcolonial analysis of Egypt's colonisation, I suggest that one significant cause of this elision relates to a commonplace imagined geography of globalisation that enframes economic interdependency as constitutive of a smooth, decentred and somehow levelled global space of flows. I argue that this imagined geography is structured into dominant political-economic forms of practice and governance, and that in this way it both enables and elides American dominance. Notwithstanding this force in the world, and notwithstanding the tendency of many commentators on globalisation to ignore American dominance, recent events have made such elisions more difficult. I therefore suggest that we need to do more to theorise how American dominance is interwoven with economic globalisation.     

Lacan on urban development and national identity in a global city: Integrated Resorts in Singapore

Lacanian psychoanalysis has been used in film, literature and other areas of social thought, but rarely in the domain of urban studies and human/cultural geography. Following its introduction by urban planners Michael Gunder and Jean Hillier, I apply the theory of the four discourses and the mirror stage of development to Singapore's urban development of the two Integrated Resorts at Marina Bay and Sentosa. The decision to allow gambling and build casinos was a contentious one and provides a point of departure for insight into the identity issues and planning decision making processes in Singapore. I critically analyse the rhetoric of the public debate from 2004–2005 to draw conclusions about the government's self‐perception of Singapore as a city‐state and the manifestation of this identity through the creation of cosmopolitan spaces as an attempt to project that identity onto its citizens. The aim of Lacanian psychoanalysis is to provide an understanding and recognition by analysis to enable a change of signifiers, values and ideology among the masters and the subjects to better represent the true needs and wants of the community. This reflective position enables a movement toward postcolonial urban studies and planning.     

Teaching Orientalism in Introductory Human Geography

This article explores efforts to bring postcolonial theory into the undergraduate human geography classroom. Through a case study of teaching Edward Said's Orientalism in introductory human geography, we discuss the relevance of postcolonial theory to critical pedagogy in geography. We lay out how instructors can teach Orientalism in introductory courses, what happens when they do so, and where efforts to use postcolonial theory to help students analyze the “colonial present” can be improved. We suggest that postcolonial theory is particularly well suited pedagogically to show students the mechanisms and uneven power relations producing and sustaining past and present geographies of difference.     

Knowing our own history? Geography department archives in the UK

The paper presents an analysis of the returns to a questionnaire survey on the state of department archives within UK departments of geography. The results of the survey are discussed in relation to recent work in geography which has examined the archive as a site for knowledge's making but seldom in its own terms as a resource for the history of geography, and studies within the archival sciences which have considered the archive as something more than a 'storehouse' for collective memory. The paper reveals that the archival record for the history of British geography is at best uneven, and in many departments non-existent, although information on departmental history is held, often as memory, by individual geographers. The paper considers the survey's implications for the future histories of British geography and addresses the nature of the UK geography department archive as resource and responsibility.