Organic Public Geographies: “Making the Connection”

Abstract

A new field of "public geographies" is taking shape (Fuller 2008) in geography's mainstream journals. While much is "traditional", with intellectuals disseminating academic research via non-academic outlets (Castree 2006;Mitchell 2008;Oslender 2007), less visible is the "organic" work and its "more involved intellectualizing, pursued through working with areabased or single-interest groups, in which the process itself may be the outcome" (Ward 2006:499; see Fuller and Askins 2010). A number of well-known projects exist where research has been "done not merely for the people we write about but with them" (Gregory 2005:188; see also Cahill 2004; Johnston and Pratt 2010). However, collaborative writing of academic publications which gives research participants authorial credit is unusual (mrs kinpainsby 2008; although see Sangtin Writers and Nagar 2006). This paper is about an organic public geographies project called "Making the connection". It is written by a diverse collection of (non-)academic participants who contributed to the project before it had started, as it was undertaken, and/or after it had finished. This is a "messy", process-oriented text ) working through the threads (partially) connecting the activities of its main collaborators, including a referee who helped get the paper to publication.

Arguments in Health Geography: On Sub‐Disciplinary Progress, Observation, Translation

“…2005). Indeed, it would be fair to suggest that public geography is now evident in different forms across the human geography (Fuller 2008; Hawkins et al. 2011).…”

Dialogue, inquiry, and encounter: Critical geographies of online higher education

“…Geographers are thus drawn to Bunge’s radical educational experiment, The Detroit Geographic Expedition (Merrifield, 1995; Heyman 2007, 2017; Knudson, 2017; Newman and Safransky, 2017; Thatcher, 2017), 5 as well as the work of Katz (2004) and Aitken (2001) in children’s geographies as they deliberate on how they might reimagine geographies of education over the life course (see Del Casino, 2009, for a discussion of this history). Geographies of education’s prioritization of encounter also echo the contributions of educational reformer and pragmatic philosopher John Dewey, whose work on progressive education has been deeply influential in educational theory and more recently in a growing geographic literature that attends to the role of activist research and teaching in primary and secondary educational spaces (Hawkins et al, 2011; Moore et al, 2015). Concerned with the study of conscious experience, questions of learner agency and autonomy, and theories of how the mind encounters the world, Dewey (1997) exalts experiential learning, emphasizing the importance of social interaction and encounter in educational experience.…”

“…Because public geographies emphasize that the public not only listen and receive content but that they actively respond via encounters and collaborations that are process-based, participatory, and founded in dialogue, there is an instant synergy with the practices of active classrooms and student-centered online learning (cf. Fuller and Askins, 2010; Hawkins et al, 2011; Crampton et al, 2013). Morin (2012) reminds us that ‘publics do not pre-exist discourse, they are brought into being and formed through it’ (p. 4) and, importantly, that they ‘are as much brought into being through networks of communication and discourse as they are inhabitants of some tangible space’ (p. 8).…”

When Bio Meets Technology: Biohybrid Neural Interfaces

“…[66] Additionally, a PEDOT lined RPNI containing transplanted myocytes were able to amplify signals and reduce neuroma formation by giving the axons directional growth. [71] Synaptogenesis was identified at NMJ indicating integration of the RPNIs with existing musculature. [66] www.advancedsciencenews.com…”