This book brings together researchers from different fields, traditions and perspectives to examine the ways in which place and space might (be) unsettle(d). Researchers from across the humanities and social sciences have been drawn to the study of place and space since the 1970s, and the term ‘unsettled’ has been an occasional but recurring presence in this body of scholarship. Though it has been used to invoke a range of meanings, from the dangerous to the liberating, the term itself has rarely been at the centre of sustained examination.
This collection highlights the idea of the unsettled in the scholarly investigation of place and space. The respective chapters offer a dialogue between a diverse and eclectic group of researchers, crossing significant disciplinary and interdisciplinary boundaries in the process. The purpose of the collection is to juxtapose a range of different approaches to, and perspectives on, the unsettling of placeand space. In doing so, Interdisciplinary Unsettlings of Place and Space makes an important contribution and offers new insights into how scholarship and research into different fields and practices may help us re-envision place and space.
Inhoudsopgave
Interdisciplinary Unsettlings of Place and Space: An Introduction to the Conversation.- Part 1: Unsettled Selves.- The Unsettled Self: Creative Practice and the Nomadic Poetics of a Contemporary Flâneur.- The Place of Social Space: Classed Identities in a Regional Sporting Club.- From the Parlour to the Forum: How Dress-Art Unsettles Place and Space.- Part 2: Unsettling the Rural.- Rural ‘Tourist’ – Rural ‘Resident’ – Betwixt and Between Places and Spaces.- Disrupting Rural Futures and Teachers’ Work: Problematising Aspirations and Belonging in Young People’s Lives.- Ourselves, Our Rivals: Unsettling Communities During Rural School Consolidation.- Counter Hegemonic Food Discourses and Geographies of Food, Are We Losing the Rural?.- Kheti and Khadar: Land and Rights on an Agrarian Floodplain.- Part 3: The Unsettled City.- Unsettling Streetscapes: Everyday Occupations of Public Spaces in Karachi.- Citizens, Spatial Practices and Resurrection of the Idea of Place in Contemporary Lucknow.- At Home in the City: Educated Women, Housing and Belonging in Port Moresby.- Unsettling the Settler City: Indigenous Commemoration in Central Melbourne.- Part 4: Space, Place, Absence.- Unsettling Post-War Settlement: Remembering Unassimilable Families in the Space of the Migrant Camp.- “From Riverbank Humpy to White House”: Spatial Assimilation at Rumbalara in 1950s Victoria.- The Unsettled Places of Rewilding.- Haunting Absence: Treblinka and Birkenau.- “Those Asian Kids”: Race/Ethnicity, Invisibility and Absence in an Australian Classroom.
Over de auteur
Dr Sarah Pinto is an Australian historian with research interests in public and popular history, the history and politics of emotions, and the study of place and space. She has published widely in these areas, often working collaboratively with colleagues from a range of other disciplines. Her research is often interdisciplinary, and her main focus is on the ways in which the past is represented and mobilised in the present.
Dr Shelley Hannigan is a New Zealand/Australian artist and academic who teaches art and interdisciplinary education. Her research focuses on artistic practice and thinking, creativity, visual literacies, and considerations of place, space and identity. Her work on education questions disciplines, teaching spaces and places, and crosses boundaries through collaborative efforts with science and mathematics educators.
Associate Professor Bernadette Walker-Gibbs is recognized as an outstanding educatorwith an international reputation for leading large-scale, longitudinal studies on teacher education, and for international comparative studies on rural education. She is an established leader in the field of rural education and pedagogy, and draws on an extensive research background from across rural Australia.
Dr Emma Charlton is a Lecturer in Education. She teaches in an alternative pathways program that provides active support for non-traditional students seeking to enter tertiary studies. Her research focuses on gender and education, and on place-related and other dimensions of identity for primary, secondary and tertiary students, including students in alternative pathways and transition programs. Her main interest is in the intersections between student subjectivities and issues of social justice.
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