Maps of Meaning: an Intorduction to Cultural Geography
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The Cultural Landscape Past of the Eastern Mediterranean: the Border Lord’S Gardens and the Common Landscape Tradition of the Arabic and Byzantine Culture
land Article The Cultural Landscape Past of the Eastern Mediterranean: The Border Lord’s Gardens and the Common Landscape Tradition of the Arabic and Byzantine Culture Konstantinos Moraitis School of Architecture, National Technical University of Athens (NTUA), 8A Hadjikosta Str., 11521 Athens, Greece; [email protected]; Tel.: +30-210-6434101 Received: 5 January 2018; Accepted: 21 February 2018; Published: 26 February 2018 Abstract: An evaluation of landscape tradition, in Near and Middle East area, could emphasize a profound past of agricultural experience, as well as of landscape and garden art. In reference to this common past, Byzantine and Arabic landscape and garden art paradigms appear to be geographically and culturally correlated, as proved by a Byzantine 12th century folksong, presenting the construction of a villa, with its surrounding gardens and landscape formations, in the territory of Euphrates River. This song refers to Vasilios Digenes Akritas or ‘Border Lord’, a legendary hero of mixed Byzantine-Greek and Arab blood; ‘Digenes’ meaning a person of dual genes, both of Byzantine and Arabic origin, and ‘Akritas’ an inhabitant of the borderline. At the end of the narration of the song, contemporary reader feels skeptical. Was modern landscape and garden art born in the European continent or was it transferred to Western world through an eastern originated lineage of Byzantine and Arabic provenance? Keywords: Arabic landscape and garden art; Byzantine landscape and garden art; cultural sustainability; political sustainability; Twain-born Border Lord 1. Introductory References: The Western Interest for Landscape and Its Eastern Precedents We ought to remark in advance that the present article is written by a professional design practitioner who believes, however, that space formative practices are not of mere technological importance. -
10.7251/Her1115001g
U UDC 911.3:930.85 PY F – W IKTIVFZN?K R ,1 1I , , W: + ++ . A (Sauer, 1925), + * (Géographie humaine). N – , + . H . ? \, # - . \* + , . : , , , , . Scienti[ c review paper CONCEPT OF CULTURAL GEOGRAPHY AS A SCIENCE Mirko Gr6i41 1Faculty of Geography at Belgrade University, Republic Serbia Abstract: Cultural geography was created as a reaction on geographic determinism and static descriptive approach in researching of the characteristics of cultural elements and forms distribution in classical anthropogeography. An American geographer Carl Sauer (1925) is considered to be its founder, although its aspects were present in Anthropogeography and Human geography (Géographie humaine) before. Even today, Cultural geography is de[ ned differently - as a strict science with its methodological apparatus, or as an aspect or way of looking in geography. Sauer has de[ ned this science in the spirit of possibilistic concept of geography of Paul Vidal de la Blache. In the spirit of this concept Jovan Cviji4’s Serbian anthropogeography school was developed, which also has expressive cultural-geographical aspect. The aim of this paper is to discuss issues of subject and methodological essence of Cultural geography in the light of different approaches and directions of development. Key words: Cultural geography, culturology, anthropogeography, cultural landscape, landshaft. ________________________________________________________________________________________________ HTJ INTRODUCTION V (. culture – #+, The word culture (lat. culture - cultivation, ) production) appeared in French language (XIII (XIII ), - century), followed by the words of a cultiva- – # * (agriculture, tor and cultivate - to cultivate the land (agri- civiculture, horticulture). X culture, civic culture, horticulture). It had to be „“ , .. - followed by “cultivating” the man, i.e. spiri- 1 NT ]NB MIRKO GR5I3 . H (XVIII tual culture. -
Strong Cultures and Subcultures in Dynamic Organizations
02-091 The Role of Subcultures in Agile Organizations Alicia Boisnier Jennifer A. Chatman1 1 The second author wrote this paper while a Marvin Bower Fellow at the Harvard Business School and is grateful for their support. We also thank Elizabeth Mannix, Rita McGrath, and an anonymous reviewer for their insightful suggestions. Copyright © 2002 by Alicia Boisnier and Jennifer A. Chatman Working papers are in draft form. This working paper is distributed for purposes of comment and discussion only. It may not be reproduced without permission of the copyright holder. Copies of working papers are available from the author. The Role of Subcultures in Agile Organizations Alicia Boisnier and Jennifer A. Chatman1 Haas School of Business University of California, Berkeley May 24, 2002 To appear in, R. Petersen and E. Mannix, Leading and managing people in dynamic organizations. Forthcoming, 2002. 1 The second author wrote this paper while a Marvin Bower Fellow at the Harvard Business School and is grateful for their support. We also thank Elizabeth Mannix, Rita McGrath, and an anonymous reviewer for their insightful suggestions. 2 Organizations face increasingly dynamic environments characterized by substantial, and often unpredictable technological, political, and economic change. How can organizations respond rapidly to such changes or become more agile? Organizational agility, according to Lee Dyer, “requires a judicious mix of stability and reconfigurability” (2001: 4). We consider an unlikely source of agility: organizational culture. This may seem like an odd juxtaposition since strong unitary cultures exert a stabilizing force on organizations by encouraging cohesion, organizational commitment, and desirable work behaviors among members (e.g., Deal & Kennedy, 1982; Nemeth & Staw, 1989; O'Reilly & Chatman, 1986). -
Marshall High School Mr. Cline Sociology Unit Four AB * What Is Culture?
CULTURE Marshall High School Mr. Cline Sociology Unit Four AB * What is Culture? • Integration and Diversity • Imagine that this is the early twentieth century and you are a teacher in a school in New York. Whom would you see around you? Some Irish kids, some Italians, maybe some Armenians, Puerto Ricans, Mexicans, African Americans? How do you reach all of these different languages and cultures to facilitate learning when you do not have the time to teach each one individually in their own way? • There are social forces that would state that assimilation is the way to go about this task. Assimilation is merely the process by which newcomers to America, as well as other “outsiders,” give up their culturally distinct beliefs, values and customs and take on those of the dominant culture. • The opposite viewpoint would acknowledge that there is a tendency to preserve cultural diversity, to keep one’s own personal heritage alive and to respect the rights of others to do so. This is known as multi culturalism. * What is Culture? • Integration and Diversity • The tension between assimilation and multi culturalism is evident in many schools and other public institutions throughout the United States. How much multi culturalism is good for society versus how much we want people to identify and share the common culture of America is an ongoing, and often heated argument. • One result of assimilation is cultural integration, that is the degree to which a culture is a functionally integrated system, so that all the parts fit together well. On another level, the elements of culture are functionally integrated with other facets of society, such as social structure and power relations. -
The Limits of Irony: the Chronillogical World Of
THELIMITS OF IRONY The Chronillogical World of Martin Arnis' Time's Arrow s a work of Holocaust fiction, Martin Arnis' Time'sArrm is as A, oving and disturbing as it is ingenious; indeed, it is Amis' narrative ingenuity that is responsible for the work's moral and emotional impact. What moves and disturbs the reader is the multitude of ironies that result from the reversal of time- the "narrative conceitn (Diedrick 164) that structures and drives the novel.' In Time'sArrow the normal present-to-future progression becomes the movement from present to past and the normative convention of realistic fiction-the inability to foresee the future- becomes the inability to recall the past. A narrator in Amis' Einstein's Monsters describes the 20th-century as "the age when irony really came into its own" (37) and Time'sAwow is an ironic tour-de-force if ever there was one. The minor and major ironies generated by the time- reversal all follow from the most important effect of the trope- the reversal of all normal cause-effect relations. (The minor become major as the reverse becomes increasinglypmerse.) The irony is structural-formal when the reader recognizes that the novel is an inverted Bihhngsromn- detailing the devolution of the protagonist- and an autobiography told by an amnesiac; but as might be expected, the trope results in an array of more locally comic, and then, grimly dark ironies. Indeed, the work's most disturbing effects are the epistemological and, ultimately, onto- logical uncertainties which are the cumulative impact of the narrative method. -
American Values Summary.Pdf
THINK Sociology R © 2010 E Carl T ISBN13: 9780131754591 P ISBN10: 0131754599 A H Visit www.pearsonhighered.com/replocator to contact your local Pearson representative. C Chapter begins on next page >> E L P M A S SAMPLE CHAPTER The pages of this Sample Chapter may have slight variations in final published form. www.pearsonhighered.com WHAT IS CULTURE? WHAT DIFFERENTIATES ONE CULTURE FROM ANOTHER? HOW DOES CULTURE INFLUENCE QSOCIOLOGICAL THEORY AND STUDY? “At different times in our history, different cities have been the focal point of a radiating American spirit. In the late eighteenth century, for example, Boston was the center of a political radicalism entrepreneurial adventures. If there is no such that ignited a shot heard round the world—a statue, there ought to be, just as there is a shot that could not have been fired any other statue of a Minute Man to recall the Age of place but the suburbs of Boston. At its report, Boston, as the Statue of Liberty recalls the all Americans, including Virginians, became Age of New York. Bostonians at heart. In the mid-nineteenth “Today, we must look to the city of Las century, New York became the symbol of the Vegas, Nevada, as a metaphor for our national 4 idea of a melting-pot America—or at least a character and aspiration, its symbol a thirty-foot- 7 non-English one—as the wretched refuse high cardboard picture of a slot machine and a from all over the world disembarked at Ellis chorus girl. For Las Vegas is a city entirely devot- Island and spread over the land their strange ed to the idea of entertainment, and as such pro- languages and even stranger ways. -
Cultural Geography. Different Encounters, Encountering Difference
DAG 50 001-140 9/4/08 18:39 Página 105 Doc. Anàl. Geogr. 50, 2007 105-120 Cultural geography. Different encounters, encountering difference Robyn Longhurst University of Waikato. Department of Geography, Tourism and Environmental Planning Private Bag 3105. Hamilton. New Zealand [email protected] Data de recepció: agost del 2007 Data d’acceptació definitiva: setembre del 2007 Abstract 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 cul- tural geography depending on their sub-disciplinary convergences. People also have dif- ferent 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 cul- tural 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 geog- raphy; 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. Key words: bodies, critical approach, cultural geography, emotions, place. -
The Culture of Support Services
The Culture of Support Services After completing this lesson you will be able to: þ Define the terms cultural capital; dominant culture; institutional bias; macro culture; and micro culture. þ Identify key values and views related to the macro culture of the United States. þ Identify key values and views related to the culture of the human services delivery system. þ Describe some differences in definitions and responses to disability based on culture. þ Give an example of cultural bias found in the use of jargon and disability labels. þ Describe ways in which design and delivery of services, including best practices, can conflict with the culture of people receiving supports. © 2004 College of Direct Support Cultural Competence Lesson 3 page 1 of 12 Terms for Understanding the Culture of Services and Supports In the last lesson you learned a lot about the culture in which you were raised. Learning about your culture helped you understand why you have certain views and beliefs. You got to compare your own views with some views from a few other cultures. These comparative activities will help you be more aware of when there are differences between your culture and others. They will help you learn not to make assumptions about others and they will support you to become more culturally competent. Now, take a minute to write your own definitions for these words. þ Macro culture – þ Dominant culture – þ Micro culture – þ Institutional bias – þ Cultural capital – Macro and Micro culture Macro (dominant) culture is the shared cultural perspective of the largest group. -
US Immigration and the Cultural Impact of Demographic Change. An
GLOBAL SHIFTS: U.S. IMMIGRATION AND THE CULTURAL IMPACT OF DEMOGRAPHIC CHANGE. AN ADDRESS Marcelo M. Sua´rez-Orozco* At the turn of the millennium we are witnessing intense new worldwide migration and refugee flows. There are now some 100 million transnational immigrants plus an estimated 30 million refugees displaced from their homelands. These flows are largely structured by the intensi- fication of globalization—a process of economic, social, and cultural transformation rapidly accelerating in the last decade.1 Globalization has increased immigration in a variety of ways. First, transnational capital flows (roughly a trillion dollars cross national boundaries every day) tend to stimulate migration because where capital flows, immigrants tend to follow.2 Second, the new information and communication technologies that are at the heart of globalization tend to stimulate migration because they encourage new standards of consumption and life-style choices. Would-be immigrants imagine better opportunities elsewhere and mobi- lize to achieve them. Third, the affordability of mass transportation—last year approximately 1.5 billion airline tickets were sold—has put the migration option within the reach of millions who heretofore could not consider it. Fourth, globalization has stimulated new migration because it has produced uneven results—big winners and losers. Globalization pains have been felt in many regions of the developing world—perpetuating unemployment and further depressing wages.3 On *Victor S. Thomas Professor of Education at Harvard University and Co-Director of the Harvard Immigration Project. 1 See Sua´rez-Orozco, Marcelo, forthcoming, “Global Acts: Immigrant Children, Educa- tion and the Post National.” Harvard Educational Review. -
Transforming Teacher Cultural Landscapes by Reflecting on Multicultural Literature
Promising Practices Transforming Teacher Cultural Landscapes by Reflecting on Multicultural Literature Tunde Szecsi, Carolyn Spillman, Elia Vázquez-Montilla, & Sally C. Mayberry Children cannot be expected to develop a personal attitudes and understandings, and beliefs, and consciously making and sensitivity toward others merely because often called landscapes (Greene, 1994), and implementing plans that bring about new they are told so. Attitudes are difficult to reflecting on behaviors and practices. ways of defining their worlds. change ... Literature allows individuals The teacher candidates described here Wilson, Switzer, Parrish, and the to share in the lives of others; it can also provide an avenue for multicultural un- were engaged primarily with multicultural IDEAL Research Lab (2006) note that derstanding. (Wham, Barnhart, & Cook, literature—this involved readings, discus- the transformative learning experience 1996, p. 2) sion, and reflection. After reading assigned includes these elements: picture books, young adult novels, and u Lasting impression. The learner A major goal of most teacher education then dramatic, often highly charged adult holds in memory details about the programs is the development of teachers literature from countries and cultures not learning experience. who are sensitive supporters of all stu- previously known by the readers, these dents, embrace diversity, and plan and teacher candidates shared their reflections u Part of the person's self-narrative. implement inclusive and culturally respon- and their insights about the changes that The learner references the learning sive instruction. Student populations, even they experienced. Analyses of these experi- experience within a narrative about within teacher education programs, are not ences and reflections are the basis for the himself/herself or in relation to a always endowed with the desired attitudes conclusions in this article. -
Cultural Theorizing Has Dramatically Increased
Cultural CHAPTER 9 Theorizing Another Embarassing Confession Like the concept of social structure, the conceptualization of culture in sociology is rather vague, despite a great deal of attention by sociologists to the properties and dynamics of cul- ture. There has always been the recognition that culture is attached to social structures, and vice versa, with the result that sociologists often speak in terms of sociocultural formations or sociocultural systems and structures. This merging of structure and culture rarely clarifies but, instead, further conflates a precise definition of culture. And so, sociology’s big idea— culture—is much like the notion of social structure. Its conceptualization is somewhat meta- phorical, often rather imprecise, and yet highly evocative. There is no consensus in defini- tions of culture beyond the general idea that humans create symbol systems, built from our linguistic capacities, which are used to regulate conduct. And even this definition would be challenged by some. Since the 1980s and accelerating with each decade, the amount of cultural theorizing has dramatically increased. Mid-twentieth-century functional theory had emphasized the importance of culture but not in a context-specific or robust manner; rather, functional- ism viewed culture as a mechanism by which actions are controlled and regulated,1 whereas much of the modern revival of culture has viewed culture in a much more robust and inclusive manner. When conflict theory finally pushed functionalism from center stage, it also tended to bring forth a more Marxian view of culture as a “superstructure” generated by economic substructures. Culture became the sidekick, much like Tonto for the Lone Ranger, to social structure, with the result that its autonomy and force indepen- dent of social structures were not emphasized and, in some cases, not even recognized. -
THE CULTURAL APPROACH in GEOGRAPHY: PRACTICES and NARRATIVES Paul CLAVAL University of Paris-Sorbonne, France
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by OpenstarTs THE CULTURAL APPROACH IN GEOGRAPHY: PRACTICES AND NARRATIVES Paul CLAVAL University of Paris-Sorbonne, France 1. Introduction What does the cultural approach offer to geography? In order to answer this question, we have carried out two types of analyses: 1- we examined the 90 communications presented duing the Conference of our Commission in Rio de Janeiro on 10-12 June 2003; 2- we compared recents books on cultural geography : those of Mike Crang (1998) for Britain, Giuliana Andreotti (1996-1997) and Adalberto Vallega (2003) for Italy, Boris Grésillon (2002) for France and Don Mitchell (2000) for the United States. The conceptions I have personally developed served as counterpoints in this analysis (Claval, 1995-2002). 2. Cultural geographers at work: the Conference of Rio de Janeiro The Conference of Rio de Janeiro dealt with The Historical Dimensions of the Relationships Between Space and Culture (Abreu M., 2003). Some colleagues explored directly the way culture shapes temporalities and spatialities. Most have chosen to start from the research they normally develop in order to show how culture imposes its marks on space and duration: their papers offer in an overview of the objects and practices of contemporary cultural geography. 2.1. Culture and the qualitative differenciation of space Some communications deal with: (i) the relations between human groups and the natural environment they live in; (ii) the significance they give to Cosmos, Earth and Life in this World through the religious beliefs they profess and the ceremonies and rituals they perform; (iii) the procedures of political regulation they mobilize.