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Papers from the meetings of the Rural Sociology Section of the Association of Southern Agricultural Workers held in Atlanta, Georgia (February 1973) are presented in this volume. Papers are arranged in the order in which they were given. Major topics include demography, human resources, youth, family, community and community development, rural development, environmental issues, social change, and social stratification. Registrants are listed, as are the principal professional personnel involved in the S-44 Adjustment study, the S-61 Mobility study, and the S-79 Institutional Impact study. Officers of the Rural Sociology Section of the Association of Southern Agricultural Workers, officers of the Southern Rural Sociology Research Committee, and State Representatives are also listed. (PS)

Article reviewed the current energy demands of the United States, enumerated the major alternative energy sources and commented briefly on their feasibility, and considered some ecological and social implications of attempting to meet our projected demands primarily by using our domestic fossil fuel reserves. (Author/RK)

This paper defines the notion of dialogic local space and highlights its importance to teaching and learning. A dialogic local space values multiple local realities as it invites us to listen to, t...

Purpose The purpose of this paper is to deflate some of the pressure-orienting teachers toward following a curricular script. Design/methodology/approach The authors connect effective classroom teaching and learning practices to a dialogic instructional stance that values local resources and student perspectives and contributions. The authors argue that effective teachers have agency to make decisions about content and pacing adjustments (they call this agentive flow) and that they practice response-able talk. Response-able talk practices are responsive to what is happening in the classroom, responsibly nurture joint purposes and multiple perspectives, and cultivate longer exchanges of student exploratory talk. These talk practices are not easily scripted. Findings The authors show what these effective, local and dialogic instructional practices look like in a second-grade urban classroom. Practical implications The authors call upon every teacher to robustly find their local ways of working. Originality/value In this paper, the authors argue that harnessing the local is an essential aspect of dialogic instruction and a critical component of a dialogic instructional stance.

Collaborative social practices that people participate in to coauthor, or co-create, support, and sustain, a classroom community are challenging to research and represent because they are fluid and emergent, and interdependent and cumulative, as they develop across time and space, across experiences and relations. In this article, we take a year-long look at how a weekly whole class greeting ritual, a Class Handshake, serves as a socio-epistemic-embodied-community building practice. We provide a rich description of the dialogic what and how of the Class Handshake ritual, and articulate connections between the Class Handshake and other classroom values and practices. We explore ways this collaborative social practice enacted values and relations that anchored a dialogic teaching and learning stance in this classroom community. We find that the Class Handshake functions like a “polyphonic web,” manifesting and perpetuating a sense of “We”-ness of this classroom community of practice. This study adds...

This chapter aims to map the terrain of dialogic literacy pedagogies according to value orientation. The increased visibility of dialogic literacy pedagogy raises the stakes around clearly articulating what scholars mean by it, particularly given that it carries the echoes of varied voices and traditions. Value orientation toward dialogic pedagogy provides insight into the role of verbal interaction in literacy learning. It suggests that talking with students offers something that talking at students typically does not. Yet, there are several limitations with setting the parameters for dialogic literacy pedagogy exclusively in this way. The chapter focuses on one dimension of language often highlighted within discussions of dialogic pedagogy, teacher language, and explain why it is not a value orientation. Thinking about teacher moves can be analytically and pedagogically useful. For teachers seeking to become more dialogic, understanding how linguistic moves work, and learning to consciously engage in certain promising moves, can be concrete and potentially powerful steps.

In this chapter, Boyd and Hughes delve further into the impact of new museology for curatorial practice, considering the nature of emotion and its role in the design and staging of exhibitions. The chapter concludes provocatively with a call for a new interdisciplinary conversation between museology/museum studies and cultural geography to assist in ‘bridging the gap’ between curating with emotion and evaluating emotion in the contemporary museum context.

This chapter commences with an overview of recent trends in museology. Starting from the ‘new’, Boyd and Hughes consider the ways in which museums have become increasingly performative in what they do. From this base, they argue that non-representational theory in cultural geography provides a useful framework for theorising the work of the contemporary museum.

This chapter provides the first of two case studies of creative/arts-based research within a museum context. Boyd and Hughes describe and explain a research project that used a drawing method to better understand first-time visitor experiences of Rome’s Museo Laboratorio della Mente (Museum of the Mind). Their analysis of more than sixty drawings produced across two workshops garners insights about the museum’s novel and technologically-sophisticated exhibits as well as reflections on the drawing method itself.

This book presents distinct perspectives from both geographically-oriented creative practices and geographers working with arts-based processes. In doing so, it fills a significant gap in the already sizeable body of non-representational discourse by bringing together images and reflections on performances, art practice, theatre, dance, and sound production alongside theoretical contributions and examples of creative writing. It considers how contemporary art making is being shaped by spatial enquiry and how geographical research has been influenced by artistic practice. It provides a clear and concise overview of the principles of non-representational theory for researchers and practitioners in the creative arts and, across its four sections, demonstrates the potential for non-representational theory to bring cultural geography and contemporary art closer than ever before.

As the introduction to the edited collection, this chapter discusses historical trends in the theory and practice of art in the context of the affective turn, which have brought cultural geography and the creative arts closer than ever before. This is followed by a brief overview of non-representational theory—its beginnings, its implications for research methodology, and its promise for creative and collaborative work at the art-geography nexus. The chapter concludes with a description of the structure and organisation of the book and its contributions.

In a recent article, Zachary Neal (2011) distinguishes between centrality and power in world city networks and proposes two measures of recursive power and centrality. His effort to clarify oversimplistic interpretations of relational measures of power and position in world city networks is appreciated. However, Neal’s effort to innovate methodologically is based on theoretical reasoning that is dubious when applied to world city networks. And his attempt to develop new measures is flawed since he conflates ‘eigenvector centrality’ with ‘beta centrality’ and then argues that ‘eigenvector-based approaches’ to recursive power and centrality are ill-suited to world city networks. The main problem is that his measures of ‘recursive’ centrality and power are not recursive at all and thus are of very limited utility. It is concluded that established eigenvector centrality measures used in past research (which Neal critiques) provide more useful gauges of power and centrality in world city networks than his new indexes.

This chapter introduces non-representational theory to an interdisciplinary audience by unpacking some of its key concepts – movement, joint action, precognition, embodiment, and affect. The chapter ends by considering the ways in which non-representational theory promotes a particular view of ‘space’ as intensive.

Seven propositions arising from the research are presented in this chapter, relating to (1) the senses, (2) space and context, (3) materiality, the non-human and the ontic, (4) attunement and fielding, (5) affective knowledge translation, (6) change and transformation, and (7) interstices of becoming.

The philosophical underpinnings of the empirical work are described in this chapter in a straightforward manner that makes these complex thinkers more accessible to practice-based researchers. The chapter progresses by philosopher to include contemporary perspectives on process-relational philosophy, post-phenomenology, speculative realism, vital materialisms, and affirmative ethics.

The case recounts an incident of theft at a CEOs home during a company party. The rogue may well be an employee, and the CEO considers his options: should he let the matter pass and preserve the good will generated by the party, or should he stand on principle and engage the issue frontally? Three commentators provide perspective on an optimal response. They consider whether the CEOs true intent is to show appreciation or showcase opulence. In addition, the aberrant behavior at this celebratory event suggests some measures that management might take in the workplace.

The purpose of this article is threefold: to examine the elements of an artful apology; to sequence them in a comprehensive configuration; and to use the taxonomy for assessing the effect of public apologies. The model identifies seven sequential components of an apology: revelation, recognition, responsiveness, responsibility, remorse, restitution, and reform. Also included in the model are four deflective stratagems: dissociation, diminution, dispersion, and detachment. Analysis focuses on actual offense situations rather than artificial simulated settings. Specifically, the study examines whether seven well-publicized apologies conform to the proposed construct. These public figures include Alec Baldwin, Lloyd Blankfein, Jamie Dimon, Gerald Levin, Iris Robinson, Tiger Woods, and Mark Zuckerberg. The article closes with suggestions to direct future research.

In today’s organizations, the impetus for employee empowerment remains strong. By developing an internal talent base, companies increase the likelihood of comprehensive contributions and also engender loyalty within the ranks. A proclivity for power dispersion is evident among many pundits, with some even decreeing it an ethical mandate. Yet, if rashly executed, empowerment can result in dire outcomes for the individual and dysfunctional consequences for the firm. Through reference to the medium of film, this paper portrays four situations where empowerment efforts have gone awry, accentuating employee estrangement and eroding corporate ethics. Because the behavioral dynamics of film are frozen in time and thus susceptible to recursive scrutiny, students can glean institutional insights that will facilitate career advancement. Just as important, they will confront value conflicts that impel them to clarify their own ethical stance.

The present study examines student perception of protagonist behavior in three case vignettes. One demographic group consists of professionally employed MBA students who show characteristics of Generation X. The second cohort consists of Generation Y business undergraduates. Differences emerge between the groups. Even when they propose similar action, their respective rationale differs. Generation Xers show themselves to be astute pragmatists whose focus is on self rather than society. Yet the younger cohort, in its quest to find fulfillment, may give short shrift to some seasoned tenets of corporate conduct, including organizational mission, organizational politics, and organizational loyalty.

This article examines the political uses of history and memory in Spain since the death of General Francisco Franco in 1975. The myth of the war as a collective tragedy facilitated the democratic transition, as did the Amnesty Law of 1977, which applied to the agents of Franquist repression as well as its victims. Once democracy was consolidated, professional historians clarified military responsibility for the civil war and documented the extent of the repression; the right responded by reviving the Franquist myth of the civil war as a crusade against communism. “Memory” replaced history in public discourse with the breakdown of the transition consensus and the maturation of a generation with no recall of the war or the dictatorship. Demands for official condemnation of the dictatorship and public recognition of its victims culminated in the passage of the so-called Law of Historical Memory in October 2007.

The objectives of this article are to expand and comment upon a recent review in Australian Psychologist of the literature in relation to mental health problems in rural contexts by Jackson et al. (2007). In the present article we review recently published qualitative research on the help-seeking attitudes and experiences of rural Australian adolescents. While we agree on the utility of the Macintyre, Ellaway, and Cummins (2002) conceptual framework based on notions of health and place, we note that this framework specifically emphasises the importance of the collective dimension. We present a broader perspective on health and place than Jackson et al. (2007) by incorporating social geographic research. We argue that rural mental health research has been hampered by a simplistic view of social stigma of mental illness and that a more thorough conceptualisation of the phenomenon is needed. Finally, we make some further recommendations based on a broader perspective of mental health in rural contex...

The university is a logical locus for discussionof the role race has played in our society. Perhaps noAmerican institution is more committed to free andopen dialogue than the university. Higher educationcan thus provide a context for the recognition ofissues as well as a forum for the resolution ofinitiatives. To date, however, university attempts atdiversity training have often imbued recipients withself-consciousness, usurping the unity implicit in theword `university' and evoking an even greater tendencytoward separatism. The university's traditional questfor truth has been subverted by a subtle and pervasivesense that some views are more correct than others,that openness is dangerous, and that some issues mighteven be taboo. At best, such an approach to diversityleads to a fragile stalemate among self-containedenclaves. By championing President Clinton's call fora dialogue on race, the university can restore itselfas an institution that puts honesty above all else.Not only is there a resonant rationale for theuniversity's central responsibility in this debate,but there is also a pedagogical means by which itsrole can be realized. This paper proposes a model forethnic dialogue relevant to either a text-based orissues-based class. Borrowing from pedagogy developedin professional schools, we believe that the tenets ofthe `case method' can create a climate conducive tothe substantive scrutiny of race, ethnicity, andprejudice in general. We argue that this dialogueshould not be a mere add-on to college life, butintegrated into existing curricula in the socialsciences, literature, and history. Heated debate canthen occur without anger, and race/ethnicity can bediscussed without fear of recrimination.Paradoxically, the very expression of ethnicity may bethe catalyst that eventually moves multiculturalismtoward interculturalism – where differences are nolonger articulated, measurable or even discernible.

Given the promise of technology,and the proliferation of competition, the very essence of the academic enterprise is poised for dramatic change. Higher education might undergo an evolution similar to that of other industries — through mergers and acquisitions, standardization, and ultimately consolidation into a few leading ‘brand name’companies. If the future means only a few academic institutions will survive, what will be nature of those schools, their culture, and the role of their faculty? This fable not only speculates on the brave new world that might emerge, but suggests the underlying values that might determine whether this new academic system should be embraced or resisted.