Abstract:This paper draws on research with people from African, Caribbean and Asian backgrounds regarding perceptions and use of the English countryside. I explore the complex ways in which the category 'rural' was constructed as both essentialised and relational: how the countryside was understood most definitely as 'not-city' but also, at the same time, the English countryside was conceived as part of a range of networks: one site in a web of 'nature places' across the country, as well as one rural in an internationa… Show more
“…Askins 2009;Figari et al 2009;Buijs et al 2009;Peters 2010;Kloek 2013). In particular, when it comes to immigrants of Asian or African origins, cultural (and religious) imaginations and definitions of nature and culturally established ways of engaging with green spaces and nature can differ significantly from the dominant or hegemonic equivalents among the native population (Byrne 2011;Kloek et al 2013;Wolch et al 2014).…”
Section: Research On Immigrants and Outdoor Recreationmentioning
“…Askins 2009;Figari et al 2009;Buijs et al 2009;Peters 2010;Kloek 2013). In particular, when it comes to immigrants of Asian or African origins, cultural (and religious) imaginations and definitions of nature and culturally established ways of engaging with green spaces and nature can differ significantly from the dominant or hegemonic equivalents among the native population (Byrne 2011;Kloek et al 2013;Wolch et al 2014).…”
Section: Research On Immigrants and Outdoor Recreationmentioning
“…In this way, non-White identities are disregarded from rurality, both metaphorically but also in reality as Black and ethnic minority populations fail to identify or engage with rural parts of the UK. Research which identifies the racialisation of the countryside has linked it with the absence of ethnic minorities in rural areas and has been instructive in opening up debates about racism in the countryside (Askins, 2009). Chakraborti and Garland (2004) have assessed the nature and extent of racist harassment in rural and isolated areas of Britain and furthermore has gauged the attitudes of white rural residents towards those who are perceived to be 'outsiders'.…”
Section: Considering Field Trip Destinations As An Expression Of Normmentioning
Higher Education commentators have become concerned about how learning and teaching praxis across the sector may unwittingly advantage White British (WB) compared to Black Minority Ethnic (BME) students. Adopting Critical Race Theory, this paper explores these issues in relation to field teaching in Geography and related subjects. It reports on primary data collected from students about to attend their first residential field trip. The research shows that WB and BME students approach their first field trip with diverse geographical experiences. The findings indicate a need to reflect critically on our fieldwork routines in order to promote inclusivity in field learning.
“…Similarly, relatively writings on rurality offer a nuanced account of the contemporary countryside as a place of change and connection to urban environments (e.g. Askins, 2009) or as a place of conviviality that is resonant with how urban conviviality has been theorised (Neal and Walters 2008), consequently forcing us to revisit what distinguishes the urban from non-urban spaces. This is not to romanticise diasporas as terrains of belonging is if they do not at times draw on nationalist imaginaries, nor is it to ignore how 'the rural' figures in nationalist imaginaries.…”
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