This article examines the ways in which Canadian students on an exchange or study abroad programme in Australia articulated the value of their experience in connection with time and, more particularly, time constraints. Where Canadian universities often promote study abroad programmes in connection with the global knowledge-based economy, students' desires to travel abroad were more often rooted in a desire to take 'time out' while remaining productive towards the completion of future goals. Students' narratives reveal a connection between time management, travel, and the formations of a class identity. Rather than analysing time strictly as a form of capital, however, insights are generated around time as practice, that is, how time becomes an important factor in students' continual negotiations of space, social relationships, and what could be called a 'lifetime itinerary'.
Canadian Students' Motivations for Study in Australia
anthropological study of boundaries, I review major approaches to boundary plants in the social sciences, as well as recent literature on space, place, and agency. Finally, I offer three short case studies from recent fieldwork showing how and why these
Recollections of an Intercultural Wanderer
Taking Park's postulate of a 'marginal man' as its starting point, this essay reviews some of the key ideas and approaches that have underpinned the development of the Anthropological Journal of European Cultures from its inception. It concentrates on a discussion of the concept of 'cultures' - liminal, hybrid or otherwise - in different contexts and from different perspectives - boundaries and frontiers, places and spaces, migrants and memory - before turning towards the question of what and where Europe is, and what anthropology might have to say on it, concluding with reflections on AJEC's past, present and future contribution. An appendix provides details of the first twenty-one volumes of the journal.
Philip McDermott (2012), Migrant Languages in the Public Space: A Case Study from Northern Ireland (Münster: LIT), 320 pp., Pb: €29.90, ISBN: 978-3643800992.
Between a centre and a periphery in contemporary Finland
This article investigates contemporary attempts to reform the institution of the university according to neoliberal ideological influences and oppositions to them. It employs Doreen Massey’s concept of space to focus on relations and separations made in the process. My ethnography of the University of Helsinki’s 375th anniversary celebration, which turned into a public spectacle of various visions of higher education, constitutes the main empirical material. Finland’s ambivalent position in the world renders the spatial work of forging connections and disconnections particularly conspicuous. It enables specific neoliberal aspirations (such as to be among ‘the world’s best universities’ amidst global competition) to become very strong but also allows additional trajectories, like the one about higher education as public goods, to present themselves as legitimate alternatives. The centre-periphery relations are therefore critical sites for analysing the contemporary university transformation, since they appear to be key drivers of the reform but also the primary source of resistance to it.
In sociological literature, the most commonly accepted meaning of 'the state' is based on a spatial definition that describes it as an entity exercising sovereignty within a bounded territory. However, the state is also made present in time, and state forms have a profound impact on the temporalities of social events and interaction, for instance, through rhythms and schedules. Consequently, this article discusses how the state in Manus Province, Papua New Guinea, can be understood with reference to temporality as much as to spatiality and materiality. Here, the state is seen as being personified in its politicians, who are in control of its resources. In this understanding, the state is both facilitated and limited by the presence, attention, and duration of the politicians, who are obliged to recognize personal relationships through which kin or acquaintances can challenge bureaucratic control of space and of time.
A Nanai Case Study
Tatiana D. Bulgakova
This article concerns the space through which shamans journey (its relationship to physical space as well as to the person), and how it is represented in indigenous Nanai discourse. From the perspective of traditional Nanai shamans, spiritual and physical spaces are interconnected. Events having spiritual significance saturate physical space and thereby open up an additional spiritual dimension. Shamanists believe that by appearing simultaneously on different sides of the border between the spiritual and physical worlds, they are able to observe one another and, having met in the spiritual world, they can enter into lasting relations with one another, continuing them in the physical world. These and other analogous emic ideas permit the conclusion that, for practicing traditional shamans, spiritual space is objective and in relation to the person is externally situated.
Nimbin, Australia, from 1973
This article brings together the ideas of protest and counterculture in a productive engagement. If protest is understood as publicly bearing witness in opposition to something, then countercultures often do this as rejections of dominant cultures that are folded into everyday life in order to create spaces for possible futures. The countercultural experiments undertaken in the region around Nimbin, Australia, are an example of such space creation. Using interviews, presentations, and archival materials collected at a 2013 community conference marking the 40th anniversary of the 1973 Nimbin Aquarius Festival, I will explore these experiments in the context of countercultural protest. The Festival not only gathered together people under the banner of the counterculture, but provided a unique space for gathering around common matters of concern to create an ongoing countercultural community. This community continues to develop practical knowledge regarding sustainable living and innovations in grassroots environmental protest.
The case of a Swedish course for professional principals
This article considers the conditions, possibilities, and challenges of creating what is referred to here as a ‘reflective space’ within a higher education course for principals. It is informed by the findings of a qualitative research inquiry conducted in the interests of enhancing the principals’ learning and professional praxis and the university educators’ pedagogical praxis, within a Swedish course for school and preschool principals. Analysis of the findings highlighted two significant patterns. The first relates to the transformative benefits of creating a ‘reflective space’ for the principals attending the course. The second is more ambiguous and reflects their relation to and engagement with scientifically constructed knowledge. Based on these findings, the article offers considerations relevant for creating ‘reflective spaces’ as a means to enhance the quality of learning in higher education. Additionally, some guiding pedagogical implications are included in the final remarks.
Phil Wood, Paul Warwick, and Derek Cox
Consideration of the physical environment in which learning takes place has become a growing area of academic interest over the past decade. This study focuses on the experiences and perceptions of academic staff and students who used three refurbished, and innovative, learning spaces at the University of Leicester. The results suggest that the physical environment can have an impact on the emotional and motivational experiences of students and staff. However, there is some suggestion that learning space development should not be at the expense of approaches to pedagogy which do not foreground the use of technologies.
The analysis of the users' experiences leads to the proposition of a theoretical model for the apt design of future learning spaces in Higher Education. The DEEP learning space framework outlines the need for careful consideration being given to dynamic, engaging, ecological and participatory (DEEP) dimensions within the twenty-first century learning space.