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An Intersectional Approach to Equity, Inequity, and Archaeology: A Pathway through Community
- Jordi A. Rivera Prince, Emily M. Blackwood, Jason A. Brough, Heather A. Landázuri, Elizabeth L. Leclerc, Monica Barnes, Kristina Douglass, María A. Gutiérrez, Sarah Herr, Kirk A. Maasch, Daniel H. Sandweiss
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- Journal:
- Advances in Archaeological Practice / Volume 10 / Issue 4 / November 2022
- Published online by Cambridge University Press:
- 12 December 2022, pp. 382-396
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- Article
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The year 2020 was an awakening for some. For others, it reiterated the persistent social injustice in the United States. Compelled by these events, 30 diverse individuals came together from January to May 2021 for a semester-long seminar exploring inequity in archaeological practice. The seminar's discussions spotlighted the inequity and social injustices that are deeply embedded within the discipline. However, inequity in archaeology is often ignored or treated narrowly as discrete, if loosely bound, problems. A broad approach to inequity in archaeology revealed injustice to be intersectional, with compounding effects. Through the overarching themes of individual, community, theory, and practice, we (a subset of the seminar's participants) explore inequity and its role in various facets of archaeology, including North–South relations, publication, resource distribution, class differences, accessibility, inclusive theories, service to nonarchaeological communities, fieldwork, mentorship, and more. We focus on creating a roadmap for understanding the intersectionality of issues of inequity and suggesting avenues for continued education and direct engagement. We argue that community-building—by providing mutual support and building alliances—provides a pathway for realizing greater equity in our discipline.
6 - Bears in Children's Literature
- Edited by Owen T. Nevin, Ian Convery, Peter Davis
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- Book:
- The Bear: Culture, Nature, Heritage
- Published by:
- Boydell & Brewer
- Published online:
- 21 March 2020
- Print publication:
- 15 November 2019, pp 67-76
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Summary
This chapter explores bear illustrations in children's literature through a transdisciplinary, boundary-crossing approach that utilises a short story to introduce key points for discussion. Commencing with an overview of bears and the various ways they have been represented in literature, we consider a wide range of disciplines including natural science, social and cultural studies, and children's geographies. We then focus specifically on children's literature, which tends to relate to pedagogies more than other disciplines (Nikolajeva 1996). Yet the aim of most literature is to show or teach us something new, or to encourage us to look at something in a different way, and the distinction between literature created for children and ‘older readers’ is frequently an arbitrary one. The traditional tales from which many children's stories are developed – encompassing folk tales, legends, myths, fables – come from a time before the concept of childhood existed. They have evolved from oral stories that originally contained elements of violence, child abuse/neglect, cruelty and obscenity. Over time they have become sanitised and purified, deemed more fitting for the ears of children (Nikolajeva 1996). The stories we now perceive as classic children's stories were mostly adapted from adult versions, and the methods we chose for doing this reflect how we experience and know the world, and how we want children to do so (Holton and Rogers 2004). However, books for children are not just about the words, the pictures are also important, providing them with an artistic value and stimulating the imagination (Roncken and Convery 2016).
We make the argument that bear illustrations are more than just images: they inform our perceptions and anticipation of the real animal and may determine our resultant behaviour towards it. Our focus may be anglocentric, a reflection of the lived experiences of the authors, however links may be made between the work shared here and work from other cultures, other languages, other ways of being. Bears, in their real and cultural form, are truly globalised creatures. There are eight bear species: American Black Bear, Asiatic Black Bear, Brown Bear, Giant Panda Bear, Polar Bear, Sloth Bear, Spectacled Bear and Sun Bear. They are one of the most widely distributed terrestrial mammals, with a current global distribution including North and South America, Canada, Asia, Europe and circumpolar arctic regions (Bear Trust International 2011).
22 - Adventure, Nature and Commodification
- from PEOPLE–NATURE INTERACTIONS
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- By Heather Prince, Univeristy of Cumbria, Chris Loynes, University of Cumbria
- Edited by Ian Convery, Professor of Conservation & Forestry, Centre for Wildlife Conservation, University of Cumbria., Peter Davis, Emeritus Professor of Museology, University of Newcastle
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- Book:
- Changing Perceptions of Nature
- Published by:
- Boydell & Brewer
- Published online:
- 26 October 2017
- Print publication:
- 16 June 2016, pp 227-234
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Many (though not all) adventures have nature-based orientations, but, when established as commodities defined as marketable products, they are premised on destinations that normally comprise a wealth of natural environments. Adventure ‘tourism’ as ‘guided commercial tours where the principal attraction is an outdoor activity that relies on features of the natural terrain, generally requir[ing] specialised sporting or similar equipment, and is exciting for the tour clients’ (Buckley 2006, 1) is part of the emerging genre of provision. It can be positioned alongside ‘nature tourism’ where the emphasis is on travelling to enjoy and understand undeveloped natural areas and/or ‘wildlife tourism’, or ‘ecotourism’, which includes overtly educative and sustainability components. It is the interplay of adventure, nature and their emergence and manifestations through the concept of tourism that is the subject of this chapter.
Although definitions for ‘rational’ tourism (tourism with a purpose) are multifarious (see for example Swarbrooke et al 2011), one key defining factor is that they are activities that are entered into voluntarily. Adventure tourism has emerged from the outdoor recreation industry, which has been established for longer, with its roots in outdoor activities, journeying and expeditions. It is generally contextualised in environments that are rich in landscapes and are perceived to be relatively natural and unmodified, at least in historical times. The emphasis is on ‘adventure’, although this creates an interesting paradox when aligned with ‘tourism’ in that if ‘adventure’ relates to ‘uncertainty of outcome’ (Hopkins and Putnam 1993; Priest 1999), participants who are purchasing support often do so to reduce their perceived risk. Ecotourism is seen as a different subset, even though for many participants it may include an adventure, as they perceive it. It involves travel to a relatively pristine area with challenges to clients of the unknown. It is differentiated in the literature from adventure tourism in that the objective is to be immersed in that relatively undisturbed environment, to study and enjoy the landscape, flora and/or fauna as well as any cultural manifestations, past or present (Fennell 2003; 2015).
HISTORICAL PERSPECTIVE
Beyond the discovery of new territories, exploration focused on the polar regions (Scott and Shackleton, for example) and thence from conquering the highest mountains to aeronautical and space exploration.