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The Production of Space
... In this article, we discuss what has been described as the "spatial turn" (Lefebvre, 1991) in educational research (Gulson & Symes, 2007), incorporating insights and ways of thinking from social geography. The spatial turn refers to an explicit acknowledgement of the spatial in people's lives, through a considered theorization of key geographical concepts such as space, place, scale, and mobility or flow. ...
... Space, place, and social geography are huge arenas for research; in this article, we take a "space and equality" perspective consider space and equity, postulating that for educational researchers one key insight in foregrounding the social nature of spaces and places is its integral relationship to justice. Hence, our review is informed by theorists who have uncovered the ways in which educational inequalities are produced in relation to the production of space (Harvey, 2009;Massey, 2005;Soja, 2010;Lefebvre, 1991). In our discussion, therefore, we foreground studies that help us to understand the nature of schools in particular places "serving" particular populations of students and their communities. ...
... Educational spaces, including architectural, material, performative, relational, social, or discursive spaces, are socially constructed (Gulson & Symes, 2007;Soja, 1996). Lefebvre (1991) suggests every society "produces a space, its own space" (p. 31). ...
Society is constituted by both historical and spatial elements; however, education research, policy, and practice often subordinates the spatial in preference for the temporal. In what is often referred to as the “spatial turn,” more recently education researchers have acknowledged spatial concepts to facilitate understandings and inform debates about identity, belonging, social justice, differentiation, policy, race, mobility, globalization, and even digital and new communication modes, amongst many others. Social geographers understand place as more than a dot on a map, instead focusing on the sociocultural and sociomaterial aspects of spaces. Space and place are core elements of social geography. Schools are comprised of architectural, material, performative, relational, social, or discursive spaces, all of which are socially constructed. Schools and education contexts, as social spaces and places, produce and reproduce modes of social interactions and social practices while also mediating the relational and pedagogical practices that operate within. Pedagogical spaces are also about the exercise of power—a spatial governmentality to regulate behavior. Yet pedagogy can focus on place-based and place-conscious practices that highlight the connectedness between people and their nonhuman world. A focus on the sociospatial in education research is able to foreground inequalities, differences, and power relations that are able to speak to policies and practices. As such, in this field there is often a focus is on spatial justice, where inequalities based on location, mobility, poverty, or indigeneity are analyzed using spatial understandings of socioeconomic or political characteristics. This brings together connections between place and space in a powerful combination around justice, equity, and critical thinking.
... However, there are some quests, methods and models to produce and read a space. Lefebvre asked the same question in his book The Production of Space [1].'' Does it make sense to speak of a 'reading' of space? ...
... Yes in as much as it is possible to envisage a 'reader' who deciphers or decodes and a 'speaker' who expresses himself by translating his progression into a discourse. But no, in that social space can in no way be compared to a blank page upon which a specific message has been inscribed (by whom?) [1].'' But space as a subject, before thinking design process, it must be accumulated that its content. ...
... According to Descartes, everything is substantive, and empty space is logically impossible [1]. For Hegel, an epistemological abstractness exists. ...
Henry Lefebvre builds the production of space on three moments. These are perceived, conceived and experienced spaces. These three moments conceptually correspond to space practice, space representation, and representational spaces. Edward Soja develops his concept of thirdspace on Lefebvre's three moments. Third space is the intersection and even combination of perceived and conceived space. The intersection and combination is lived and experienced space. He defines trialectics of being and trialectics of spatiality by setting out a voyage through Lefebvre's works. He addresses to Foucault's concept of heterotopia. According to Soja, experiencing serial movements of a user create a new phenomenology. However, how is it possible to capture the instant image of serial experience of a space? Street photography can capture the instant images of people's experiences in spaces without costume and fiction. In photos, we sometimes see much more than the explored, conceived and perceived spaces. This study aims at exploring the instant images of user's serial movements in terms of making sense of Soja's concept of thirdspace. It uses visual material to give meaning to a phenomenological concept rather than reaching precise and constant results. Ten photos from Marcus Hartel's Black and White Street Photograph, and Color Street Photograph portfolios were chosen. As a method these photos are read through the context of thirdspace by evaluating the key concepts of their phenomology. After an introduction part , in the second part of the study space production of Lefebvre, in the third part heterotopia of Foucault, in the fourth part Soja's thirdspace are examined. In the fifth part, Marcus Hartel's street shoots are read again through these concepts. The instant exploration of user's serial movements in perceived and conceived space include context and meaning by referring to the intersection of perceived and designed space. The contrasts used by photography artist correspond to dual contrasts criticized by Soja. Hartel's photos taken in New York also refer to heterotopia concept of Foucault (Soja refers to heterotopia, as well). Within this context, this study examines the problem of how the space is read and produced through three moments of Henry Lefebvre,heterotopia of Foucoult, thirdspace of Edward Soja, and street photos of Marcus Hartel. This study neither seeks precise results nor make an effort to produce an artistic output, the study only tries to produce the concept of third space through lived spaces snapshots. In other words, it is suggested to acknowledge this study as a third research.
... space's uses which makenot necessarily new -meanings "visible and debatable" (Vitale, 2009: 158). If the materiality of such uses has been widely discussed (Zukin, 1995: 8), much less is the case for its temporality (Massey, 2005;Bishop and Williams, 2012), nevertheless its evident connection with events (Lefebvre, 1992). In what follows, the analysis of events' temporality is in particular aimed at exploring a dimension at the core of the discourses accompanying current urban interventions, that is, the possibility that bottom-up participation in them make urban interventions capable of practicing the "right to the city" (Harvey, 1990: 92;Holston, 1999). ...
... The paper will first discuss the urban relevance of a variety of event-based urban interventions. Then, participation in events will be framed in terms of the possibility of practicing the right to the city (Lefebvre, 1992;Holston, 1999) in its double meanings (Purcell, 2003): both as the right to use and appropriate the spaces in which events take shape and as the right to make such use and appropriation central in defining events' meaning-effects. In order to study the conditions for practicing this right to the city, a 'territorological perspective' (Brighenti, 2010a) on the event's development will be outlined. ...
... The relevance of urban events is nowadays significant enough to give rise to a new modality of production of space (Lefebvre, 1992): the "eventification of places" (Jakob, 2012) or "eventalisation of urban space" (Pløger, 2010). As whatever production of space, lived ("eventified") spaces result from the intersection between perceived and conceived spaces (Purcell, 2003): the material settings experienced and perceived during events and the variety of representations and narratives by which events are used to valorize the urban space (Pavoni, 2011). ...
The urban interventions aimed at promoting the “right to the city” increasingly take events as their main repertoire of action, thus feeding a process of “eventification” of space which is particularly controversial with respect to neoliberal urbanism. The growing field of event studies, indeed, illustrates how the variety of minor events crowding contemporary cities may engender social inclusion, yet at the price of producing new forms of social exclusion or, similarly, can challenge neoliberal urbanism as far as they becomes complicit in its reproduction. Are such ambiguous outcomes inevitable? Where do they come from? How do they unfold? In order to address similar questions, the paper focuses on the bottom-up participation and meaning-effects of events included within a complex urban intervention, aimed at promoting the “right to the city” in a Milan, rapidly changing, wide urban area. An ethnographic outlook at two events taken as case-studies allows us to specify the “territorializaton” processes through which they unfold, thus showing how the temporality of urban interventions matter as a condition allowing individuals to practice the right to the contemporary city.
... Part of the reason graffiti is understood as a challenge to authoritative spatialization is due to how it reveals the contradiction of urban space seen and treated as a commodity with exchange value as well as a collective resource with myriad use values. For Lefebvre (1991) and others (Harvey, 2001), this contradiction is inherent in the capitalist production of space. However, to use Foucault's (1986) terminology, the continued production of a more "heterotopic," or diverse and mutually contestative, space is possible, but only through what constitute "deviant," "anti-social," and "criminal" acts committed against existing spatial manifestation of power. ...
... The resulting disorderly and anarchic system of producing space engenders another kind of order for Lefebvre (1991Lefebvre ( , 2003. That is, a logic and order arising from a non-hierarchical, unplanned, and practiced city, which lends itself to the fight for spatial justice (Soja, 1996(Soja, , 2010. ...
... Географија се појавила на местима на којима је нисмо очекивали: код Фукоа (Foucault, 1980;1984b;1986), али претходно и код Бродела (Braudel) (2001), Блока (Bloch, 2001), Ладирија (Ladurie) (1991), у антропологији предела (Hirsch, O'Hanlon, 1995). Историјско и друштвено се појавило тамо где га раније нисмо среталиу простору (Gregory, 1994;Harvey, 1990;Lefebvre, 1991;Sodža, 2013;Wallerstein, 1991;. Но, снаге обнављајућих дискурса не леже у рециклирању велике, тоталне историје, већ у концепту (вечног) враћања истог; у превредновању и новој улози генеалогије чија се порекла гранају у локалностима простора, дискурса, знања и моћи -у гео-епистемологији. ...
... Повратак просторима (Lefebvre, 1991;Simonsen, 2005) наговештај је једног дуго прикриваног умора, умора од апстрактног времена и трајања, одвојених од људски пракси и простора. Он се, наизглед парадоксално, може ишчитавати већ на првим страницама чак и оних најзначајнијих историјских дела (гео-историја) двадесетог века, као што су Броделов Медитеран и медитерански свет у доба Филипа II (2001); Блохово Феудално друштво (Bloch, 2004); Ле Гофова (Le Goff) Средњовековна цивилизација западне Европе (1974), Интелектуалци у средњем веку (2009), Да ли је Европа створена у средњем веку (2010); Дибијево (Duby) Време катедрала (2007). ...
The topic of this paper is the research of the relations among knowledge, identity and space. The links among these notions have been established due to a genealogical approach, which shrinks the field of analysis and opens a question of the origin of these links, and due to a genealogical approach as an analytics of knowledge and discourse shaped by space, an analytics that starts from the claim that space(s) is created due to knowledge, power and dicourses. Our theoretical approach in this paper is based on the so-called spatial turn in social sciences, or the approaches of Henri Lefebvre, Michel Foucault and David Harvey. Although their analyses are quite different, all of them pointed out the significance of social practices and power in the analysis of space. We cannot consider space as 'background scenery' of social processes anymore, since the social practices are always spatial. Geo-epistemological analysis of the relation between knowledge and identity have been 'localized' to European space, which owes its speciality to different archeological layers for institutions, where practices and discourses that took part in formation of European knowledge/identity were put. The authors conclude that Europe formed the image of itself through knowledge and history, and that exactly this 'locality' of practices of this space enabled the appearance of the specific relations of knowledge/power/space - an universal knowledge that, since the Classicism, would be recognized as European knowledge/identity.
... Rural is an equally contested idea. As Green and his collaborators (see, for example, Green, 2013, Green & Letts, 2007, Reid et al., 2010 have pointed out, drawing on Lefebvre (1992) and Soja (1996), rurality is best understood trialectically. It is both real and imagined-a complex, sometimes contradictory, and always political overlap of the imaginary, the symbolic, and the material (Corbett, 2016). ...
... In our view, literacies are intimately tied up with place-making or Lefebvre's (1992) "production of space." Rural literacy researchers are both: (a) documenting placemaking practices and struggles for space of rural educators and communities, and, (b) producing the space that is rural literacy itself which leads to further studies that look at the practices described in (a). ...
... There is a gap in the literature that aims to bring together and also investigates these three spheres and their mutual relationship. Thus, my work attempts to address the gap relating to studies that link the physical space (Massey, 2005;Cresswell, 2004;Lefebvre, 1991;Tuan, 1974) and the creative process (Robinson, 2011;Sternberg, 1999;Wallas, 1926), with particular reference to art studios and art rooms (Sjöholm, 2013;Jacob & Grabner, 2010;Davidts & Paice, 2009;Buren, 1983). This study allocates its focus on practicing artists and their studios, as well as on art students and their art room at school. ...
... In this setting, it could be implied that practice informs the appropriation of studio spaces. Building on Lefebvre (1991) and Massey (2005), who discuss the practices of appropriation within spatial theories, here it is particularly evident that practice itself informs the appropriation of spaces related to art, namely the studio. The findings echo what Massey (2005) asserted that people alter spaces through their actions and their material engagement with it and they support the way Massey presents space as being constantly 'under construction'. ...
... 'Space' and 'self-formation' provide lenses through which to understand how their cultivation of the available aspirational nodes and networks opens up a viable schooled career. The notion of space draws on the work of spatial theorists such asLefebvre (1991Lefebvre ( /1971) and Massey (1994), while self-formation draws on Foucault's work on the self (Foucault 1988;Besley 2005). 2 Key to this theoretical stance is the ability of young people to adopt appropriate comportments in their various living environments that enable them maximise their capacity to aspire (see Reay 2005). This is crucial to their ability to thicken their social nodes and networks. ...
... 'Space' and 'self-formation' provide lenses through which to understand how their cultivation of the available aspirational nodes and networks opens up a viable schooled career. The notion of space draws on the work of spatial theorists such asLefebvre (1991Lefebvre ( /1971) and Massey (1994), while self-formation draws on Foucault's work on the self (Foucault 1988;Besley 2005). 2 Key to this theoretical stance is the ability of young people to adopt appropriate comportments in their various living environments that enable them maximise their capacity to aspire (see Reay 2005). This is crucial to their ability to thicken their social nodes and networks. ...
... From the standpoint that ECEC in Sweden constitutes a historically located place, we recognize that the position of ECEC has undergone a number of historical position transitions and transformations. In our presentation and analysis we will frequently apply the concepts space and place using references to Lefebvre (1991), and legitimization and legitimization strategies using references to van Leeuwen (2008) and the concept of positioning (Davies & Harré, 1990). ...
... Here, we relate to Lefebvre's (1991) conception of space and spatiality as having material (perceived), mental (conceived) and social (lived) dimensions. The first of these dimensions corresponds to material, everyday and routinely experienced space (in our model the staff's conceptions and experiences), while the second corresponds to abstract conceptions of space, the space of planners and experts (for us exemplified by the presentations of ECEC in governmental inquiries, policy documents and other texts of central importance to preschool). ...
In this study, we analyze the views of professionals and student teachers on their relation to the parents, their assignment, and the distribution of responsibility for the child from the perspective of early childhood education and care (ECEC) as a place/space. In our analysis of space and place, we relate to the French philosopher and sociologist Henri Lefebvre. We analyze ECEC as a place, historically located in time and space, by defining the positioning and legitimization strategies relating to ECEC in Swedish society from three different periods: a contemporary place for learning with demands on parental involvement; as a place for new citizens in a collaborative model with parents, as preceded in ECEC in the 1970s and at the beginning of the 20th century; and a place for care provision and transmission of knowledge to the home. The theoretical standpoint that ECEC is a historical place means that we analyze the influence of the conceived, perceived and lived place on the relations to parental cooperation and the professional assignment.
... The urban theorists David Harvey (1973) andManuel CasteJls (1977) have answered these questions by arguing that the city is produced by, and for, the society that inhabits it. This idea has its origins in Henri Lefebvre's (1991) seminal work The Production of Space in which abstract, social space and concrete material space were connected for the first time. For Lefebvre urbanism was a process whereby spatial forms were produced and transformed by society. ...
... Other than rethinking the book collection and reading programmes as ways to encourage reading behaviours, re-designing and refreshing the library space is another way to encourage students to visit the school library. Design and organization of space can influence social relations within space (Lefebvre, 1991), and how students feel about a particular space contributes to their desire to visit the space and to engage in particular learning behaviours. Grosvenor and Burke (2008), in their historical study of school buildings in the United Kingdom, reflect that school furniture can be seen "to reflect pervasive notions of pedagogy" and "promote ideas and theories about the relationship between pupil and teacher and between body and mind in learning" (p. ...
Much research has documented the strong correlation between independent reading and academic achievement, and the school library can serve a crucial role in encouraging reading. Drawing from one case study out of a larger dataset of six schools, this paper details how one school transformed its school library, making it a central place for reading within the school. Data collected provided evidence of the kinds of strategies, programmes and design that works to encourage reading. Data collection to help us understand the reading and school library culture included: A school-wide reading survey, interviews with the principal, teachers and students, library observations, timed counts, narratives and time-lapse photographs of library space contributed. Factors for building a reading culture include: (1) Curating the book selection for readers, (2) Making books visible (3) Creating programmes to excite readers, (4) Designing spaces for reading, and (5) Building an ecology for reading.
... The answer can be developed stepwise, by answering first, what defines the system, then how are the models of behavior defined, and last, what is the likeliness of instant state change? This analysis will be guided by conceptual ideas stemming from Henri Lefebvre (1991). In his seminal analysis, urban space is constructed along three dimensions, the perceived, the lived, and the conceived aspects of space. ...
Our society will increasingly be an urban society, with large metropolitan regions as the centers of development. These metropolitan spaces are supposed to create the economic and technological dynamics to solve the problems of the very same urban society. They are extremely complex structures, overall, difficult to understand in all their dimensions and asking for new ways of management, strategy formation, and general politics: “if we cannot imagine, we cannot manage.” Stakeholders, citizens, and planners alike will be faced with the challenge to develop appropriate ideas guiding the dynamics and complex settings and to keep development horizons open for not yet anticipated trajectories. Vision-making processes become very important in such a context, in the best case creating open political horizons, interested in becoming and the “midwifing of futures.” A survey of 30 vision-making processes in Europe forms the empirical backcloth for a presentation and discussion of urban systems, vision-making documents, time horizons and instant futures, vision formulations, and the “perpetual pursuit of unknowable novelty.”
... These entangled spaces establish SIs as sites for economic and political experimentation and alternative organizing, and demonstrate that fixed and mobile agencies can co-constitute new socio-spatialities for organizing resistance. The ongoing reconfiguration of new sociospatialities shifts the boundaries of the way in which space is produced, giving way to what Lefebvre (1991) calls 'differentiated space', whereby the different needs of the community determine the way in which space is conceived and used. For example, the Workers' Clinic is a new self-organized initiative, an alternative space (a medical centre situated in an occupied factory) that operates in, and evolves together with another alternative space (the factory of Vio.Me), part of the ongoing process of (re)assembling new solidarity relations. ...
This paper offers a spatial conceptualization of resistance by focusing on the practices through which solidarity initiatives constitute new resistance socio-spatialities. We discuss two solidarity initiatives in Greece, WCNA and Vio.Me.SI, and explore how they institute distinctive local and translocal organizational practices that make the production of new forms of resistance possible. In particular, we adopt a productive and transformative view of resistance. First, we identify three local practices of organizing solidarity initiatives, namely, the organization of general assembly meetings, the constitution of resistance laboratories and the (re)articulation of socio-spatial relations in local sites. Then, we turn to flows, movements and translocal social formations, and examine the role of solidarity mobilizations, the material and symbolic co-production of resources and members’ mobility in the production of resistance. We conclude that new resistance socio-spatialities become constitutive of a broader reconfiguration of political agencies, a creative process that challenges existing relations and invites alternative ways of working and organizing.
... The visual representations of both participants show important past and current spaces where social literacy was and is important for them. We believe, as Lefebvre (1991) suggests, space is not a fixed background to social action but is socially produced. Meaning, what people do is influenced by spaces and spaces are shaped by people. ...
The purpose of this study was to examine the ways in which literacy histories and present literacy experiences of doctoral students shaped their literacy identities. Data were collected through surveys, interviews, and visual identity representations. This paper focuses on the literacy stories of two doctoral students with positive literacy identities. Findings suggest that participants valued literacy as a social learning experience from an early age through higher education. These social experiences with reading and writing can take many forms and can be embraced in various home and school contexts. Additionally, these findings highlight the need for schools to create and nurture such experiences across all grade levels, through multiple forums, which may lead to positive literacy identities.
... The outlining of the general picture is needed as the social context with its (national and organisational) culture norms (Siakas, Berki, and Georgiadou 2003) and environmental place with its predispositions' effects on individuals' actions (e.g. Harrison and Dourish 1996;Lefebvre 1998;Kaapu, Tiainen, and Ellman 2013). In Finland, the gender neutrality discourse is rather dominating (Siakas, Berki, and Georgiadou 2003), albeit many Finnish researchers have continuously revealed and reported on gender-related discrimination phenomena (Equality Planning 2014; Ministry of Social Affairs and Health 2014). ...
Women’s under-representation in the fields of science and technology is strong; both in software houses and academic posts. We focus on the academic field by gender sensitive analysis of Information and Communication Technology (ICT) academics. The general picture given by statistics’ meta-analyses illustrates male dominance even in Finland, which is often presented as a country which values gender equality high. For achieving deeper understanding about the process of gender bias reproduction, we focus on one university and its selection of ICT professors. Although every professorship fulfilling is a situated process, they all together shape a homogeneous male-dominant picture. This paper continues on early gender-focused discussion of Studies in Higher Education by presenting an organisational point of view.
... O ponto de partida é, desde logo, considerar o espaço como uma dimensão não apenas física, mas também social. Deste modo, o espaço é uma construção social (Lefebvre, 1991). Podemos utilizar a distinção efectuada por Setha Low, que procura articular as dimensões culturais e espaciais do ponto de vista antropológico 11 . ...
Neste artigo pretendo explorar as diferentes articulações entre o espaço e o tempo na prática do graffiti e da street art. Para tal partimos da ideia de distintas economias de espaço-tempo, analisando as práticas artísticas enquanto actos performativos que acontecem num quadro espácio-temporal determinado. Entendemos que a performance levada a cabo está intimamente dependente de uma série de condicionamentos e oportunidades de natureza espácio-temporal. Como estas oportunidades e constrangimentos contribuem para a performance levada a cabo e para o tipo de obra realizada é o que será discutido neste texto
... The 'rights-based' approach to heritage would therefore employ authenticity as the tool that guarantees the fulfillment of contemporary demands for rights within the built environment. This refers to contemporary discourses that define the social space as the outcome of each society's mode of production, and claim for the right to change the city as the right to change society itself (Lefebvre, 1974;Harvey, 2008). Therefore, an enhanced heritage definition of authenticity should also take into consideration which rights-human, gender, property, work, information-and whose rights-resident's, developers', tourists'-are currently being prioritized for the sake of the creation of authentic 'touristic' or 'creative city' experiences in urban heritage areas. ...
The field of urban heritage conservation calls for a new understanding of authenticity, given the influence of the tourism industries and the creative city ideal in the contemporary renovation of heritage areas. This has become a relevant issue after the 2011 UNESCO Historic Urban Landscape Recommendation withdrew its call for authenticity from the forefront of urban heritage conservation. This paper will develop a framework for a value-based assessment of urban heritage authenticity beginning with a review of heritage conservation theory confronting it to a study of this concept in the fields of tourism and the creative city. The proposed value-based approach to urban heritage authenticity will determine two series of attributes: the first comes from the specific field of heritage, and the second relates heritage with tourism and the creative city ideal. This framework will be used to evaluate heritage authenticity in the ongoing development of the Shanghai Music Valley (SMV) initiative in Shanghai's Hongkou district. This evaluation, from an architectural and urban point of view, will point to the inconsistencies that result when authenticity criteria based on the interests of tourism and the creative city are used for heritage conservation, especially, when it appears as a consequence of the atomization of heritage management among an unbalanced landscape of stakeholders.
... Por ello, cada vez más hay quienes se inclinan por abordajes desde la vitalidad por ser más sostenibles y de esa manera buscar saldar la brecha entre vitalidad y seguridad. Esta investigación opta por la posición de Ciudad Vital también denominada como penetrada ( Virilio, 1977), permeable ( Jacobs, 1961), diferenciada ( Lefebvre, 1974), o infiltrada ( Diez, 2008). Esta postura teórica defiende al igual que el supuesto de esta investigación, que la seguridad en el espacio público se obtiene mediante la activación de la vida pública. ...
p dir="ltr"> Este artículo es el resultado de un estudio realizado en la ciudad de Palmira, Valle del Cauca, que mide la correlación entre la actitud de las personas frente a la seguridad y la vitalidad de los espacios públicos urbanos, desde los modelos vitales de ciudad propuestos por la arquitectura como alternativa a los modelos fortificados que promueven el encerramiento como única salida a la seguridad de los espacios públicos. Los hallazgos aquí consignados buscan incorporar la seguridad a los procesos de renovación urbana desde una perspectiva sostenible tal como lo ofrece el modelo vital de ciudad y aportar a la construcción de una línea de base que a futuro permita medir el impacto de estas renovaciones. Se aplicó principalmente la observación no intrusiva, para comprobar la hipótesis de que a mayor vitalidad en el lugar, mejor es la actitud frente a la seguridad. De esta manera se llegó a la conclusión que la tipología en culs-de-sacs (de callejón sin salida), que la densidad de personas por área, la limpieza y mantenimiento, los usos de zonas de transición, la visibilidad en los bordes y la ausencia de barreras físicas, al igual que la disminución de presencia policial, son las claves ambientales que mejoran la actitud frente a la seguridad de los espacios públicos urbanos en Palmira.
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... They prioritise the notion of 'internal' and 'external' experience forming the cognitive and social components of learning. Lefebvre (1991) considered these along with the physical/ontological aspect of space as forming the spatial triad (social, cognitive and physical) in the production of space. It is through the interplay of these elements that we appreciate the range of dynamic interactions in ELT. ...
This paper explores experiential learning theory (ELT) from a case study describing the Transformational Incubation Programme for Coventry University Alumni in Ghana. The incubator represents a collaboration between Coventry University and British Council Ghana. The aim of the programme is to embed a blended, experiential learning approach to practice-based entrepreneurship education via an incubator designed to support scalable business start-up and growth.
The incubator offers an opportunity to engage with practice-oriented and experience based learning applied to real world venture creation, business development and acceleration. The paper offers a generic framework for Transformational entrepreneurship experiential learning in this context.
This chapter aims to illustrate how different contexts can create opportunities for reflecting on essential questions and how these reflections call for other reflections, and the other reflections hopefully can result in some better understandings of things—how reflections are an important part of human learning. I do so by describing three spaces for reflection I have experienced recently: the conversation with two research participants in a study of learning at work, an important meeting at the conference in Singapore, and the situation at a writing retreat where I reflect on simple things. All three situations have this in common, that they provided a space for reflection—space for learning.
Population development and growth have triggered the need for public space. Unfortunately, the existence of public open space is increasingly neglected. Limited land also triggers the use of public open space for various activities depending on the need of the users who use the open space interchangeably. This type of open space is called temporary public open space. There have been many studies examining public space, where writers have focused on the presence of public space in the open space in their city for various activities. The phenomenon of the presence of temporary public open space is viewed from production space theory and the perspective of environmental science towards sustainability. The phenomenon of temporary public space in the city of Kampung Paseban is one example that has provided a larger negative impact than positive impact, resulting in exceeding the environmental capacity. The purpose of this research is to develop a framework of a sustainable temporary public open space concept that will not disturb the balance of ecological, social and economic aspects. This research applies qualitative methods, i.e. to understand the phenomenon in the field comprehensively by conducting observations and interviews with local people about the presence of temporary public open space. The results of this research indicate that the presence of temporary public open space is essential and is influenced by people’s use of time and behaviour. To implement a sustainable temporary public open space, community empowerment is needed using cooperation between the public sector, private sector and community. A recommendation from this research is that the developed conceptual framework needs to be quantitatively analysed with SEM, to determine the influence of the involved variables.
This article aims to analyse the concept of the living experience applied to architecture, throughout the whole building’s lifecycle, from the design brief and spatial conception envisioned by the architect, to its materialization, and finally to the spatial appropriation undertaken by the user(s) - whether as individuals or as a group. Hence, it will start by focusing on the concept’s state of the art for separate authors and study fields, pointing out their approaches to architecture, and it will then refer to authors whom have applied this concept to the architectural design. Secondly, it will identify different design approaches and practitioners that value the living experience from the brief, either by using the most traditional and timeless architectural tools to the most recent ones. Finally, this article will focus on the way to identify and assess the living experience by the user(s), according to the different meanings mentioned above, the goals of the research and the features of each architectural space. Particularly, since each project enables a particular spatial fruition, it will explore a specific case study of an artistic school recently rehabilitated, which beholds a precise and multi-layered environment, potentiating both the learning process and the life within it.
In comparison to common department stores all over the world, the Japanese department store Shirokiya in Honolulu, Hawai’i, seems to be more than just a department store. For sure, goods are displayed and sold effectively, accompanied by thoughtful marketing strategies. But aside from this, elderly people stroll around with their arms crossed behind their backs, obviously not intending to buy anything at all. At a closer look, it appears that Shirokiya as a specific place in Honolulu plays an essential role for the elderly Japanese Americans of the city through honouring the heritage of their ancestors. With this in mind, Shirokiya shows that analysing places like this department store leads to unique findings for diaspora research including spatial theory approaches. Therefore, in this paper, I will show how applying spatial theory, with a focus on place(s) instead of space as merely a geographical unit, extends the scope of findings in diaspora research. Drawing from the terminology of Marc Augé, I show how his concepts of places and non-places can help shed light on the important meaning of the department store for these Japanese Americans.
Based on the case studies of six small Russian cities, a model has been developed for how the local population can be involved in the construction of tourist attractions, including the work of city volunteers and enthusiasts, the formation of new city communities that gather social resources for tourism, the creation of a functioning prototype of a provincial creative class, and the expansion of the tourism market using the resources of self-funded and government-funded organizations. It is emphasized that the key technology for the development of tourism in the provinces is the capitalization of consumer and other resources available to the population. For the government bodies engaged in organizing tourism in small Russian cities, several prescriptions are made in relation to the development of the creative environment of small cities and the involvement of various city participants in the tourism market.
In this paper, I bring together ideas of ‘diaspora space’ and ‘the right to the city’ and empirically demonstrate how the formation of diasporas is frequently dependent on migrants attaining certain rights to the city. These rights, I argue, are conditioned and attained by the interplay of urban structural context with the place-making strategies of migrants. Drawing on 8 months of ethnographic fieldwork, I demonstrate that Moroccan migrants in Granada, Spain, have achieved a partial right to a neighbourhood of the city, producing a multi-sensory, self-orientalised diaspora space. First, I show that certain urban conditions in Granada provided a foothold for Moroccan migrants to begin to form a diaspora and transform urban space. Second, I demonstrate that through the mobilisation of a strategically self-orientalised cultural capital, the diaspora have partly appropriated the valuable history of Al-Andalus, a key component in the city’s tourist imagery. These factors and strategies have enabled Moroccan migrants to gain a right to have a visible presence in the city, a right to produce and transform urban space and a right to spatalise diverse identities – all key rights, I argue, in the formation of a diaspora.
The oeuvre of the recently deceased Chilean writer Pedro Lemebel (1952–2014) can be described as an expression for systematically persecuted, repressed, censored minoritarian voices, both during the Chile of the dictatorship, that is during the 1970s and 1980s, as well as afterwards, in democratic Chile, that is from the 1990s onwards. These voices build discourses where gender, class or ethnic identity become the narrative axis in Lemebel’s work. His novels, chronicles, performances and short stories have been extensively distributed by alternative media such as independent community- and Internet-based television and radio channels starting in the 1990s under the democratization period post-Pinochet. In this paper, I will analyze the construction of an idea of the author throughout the Lemebelian oeuvre. This author/narrator construction is related to Jon Helt Haarder’s concept of “performative biographism” to identify the set of interventions made by the author/creator in the reading process, i.e. those interferences created by the writer as a public persona and channeled through mass media that orient the reading process (Haarder 2007: 72–82). I am particularly interested in exploring how this figure of the author achieves credibility. I build the analysis mainly upon the concepts from cultural narratology, queer theory and postcolonial studies.
The complexity of the spatial planning process has increased because the modern, highly-developed society is becoming increasingly dynamic with regard to social, sustainability and economic issues. The society wants its urban environment to be a reflection of its needs, demands and preferences. Planning for space implies planning for people, whose needs are constantly changing. Places are frequently valued for several intertwined reasons that can coexist and complement each other, but also compete and cause conflict. Identifying the reasons why the place is valued is essential in planning for the space. Planners need to turn the conventional way of planning upside down and introduce a more controversial planning process, focussing on the people and the life of the cities and public spaces, in order to enhance the value of spaces which already exists, and adhere to the needs of modern societies. Lively planning is introduced in this paper as the controversial planning process. Lively planning focuses on the inclusive public realm, creating versatile public spaces to celebrate the uniqueness of a place, encouraging alternative uses of the space and improve possibilities within the space. Lively planning transforms locations that people inhabit, into the places they live in. This paper will evaluate case studies where lively planning was introduced to transform the area and enhance the value of the space. Two specific case studies, namely Louvain-La-Neuve (Belgium) and Doornakkers (The Netherlands) will be discussed and evaluated to determine the added value brought along by the lively planning processes. The paper will conclude with initiatives to transform the current planning approaches in an attempt to add value to spaces that already exists.
Healthcare buildings are of great specific and general interest for architectural research as they are decidedly spatial at the same time as they are highly programmed, a type of architecture that has consistently challenged research to find clear relations between design solutions and performance or use. This paper argues that one of the main problems of finding consistent relations between workflow, organization, and spatial configurations valuable for the design of healthcare environments lies in that programmes and activities studied have been described from an organizational point of view rather than a spatial, and have been studied as efficiency machines. This paper attempts to begin a shift towards a more complex, if still ordered, approach. The line of argument is meant to be supportive in the programmatic and early planning stages, focused on how space and working conditions facilitate workflow for and communication between different personnel groups. It is proposed that of vital importance for such an understanding is the dual relations of primary ('functional') and secondary ('informational', 'communicative') benefits of programme configuration and distribution, as well as internal and external conditions of workflow – where the latter can be seen as a difference between conditions inherent in activities themselves and conditions produced by technical, organizational, practical, or other means that affect them. These benefits and conditions are rather studied as tensions where on one hand priorities need to be made between benefits, and on the other hand material conditions of architectural design force choices to be made on distribution and configuration of programme. This discussion is supported by empirical data gathered through interviews and observations from a research project of Karolinska University Hospital in Huddinge, south of Stockholm, where several hospital units have been studied to allow a continuously refined understanding of workflow and its spatial conditions in consecutive iterations.
(see http://conferences.chalmers.se/index.php/ARCH/arch12/schedConf/presentations)
Since the 1970s, urbanisation across the globe has been shaped by corporate capital under the neo-liberal policies of the state. Cities are treated as consumer products with massive private investment in real estate, corporate and public infrastructure, entertainment facilities, and security, to promote corporate urban development. The urban poor, slum dwellers, and migrants are dispossessed as a result of urban restructuring and gentrifi cation. This article evaluates women's migration to urban areas, identifi es exclusionary processes against migrants in cities, and suggests strategies for implementing the "right to the city" perspective.
Noting that LGBT+ participants remain relatively ‘invisible’ within sports activities compared to the rest of society, this chapter examines the organisational and cultural reasons for this marginalisation and exclusion. In contrast to visible narratives of inclusivity, these reasons are located in ‘hidden’, cultural depths within sports organisations. Drawing on the works of Judith Butler and Henri Lefebvre, this chapter describes such cultures as heterogeneous and specific to the context of individual sports spaces, such as locker rooms and stadia, rather than as being a uniform phenomenon across the entirety of sports. This spatially contextual nature of LGBT+ marginalisation leaves it ‘hidden’ and difficult to challenge without intervening in these actual spaces where such marginalisation is created and experienced. LGBT+-specific sports groups are examined as counterpaces which not only promote LGBT+ visibility but also have their own normative dynamics that hide some expressions of identity within the LGBT+ spectrum.
Universities around the world have increasingly turned to digital infrastructures as a way to revamp the arts and humanities. This article contributes a fresh understanding by examining the material development of HumlabX, a research laboratory for digital humanities at Umeå University, Sweden. Specifically, we approach the empirical case as a timeline of research funding, projects, events, and deliverables to examine how the research laboratory as an organizational and material space developed and evolved in relation to new technology investments. Based on our analysis, we argue that while digital research infrastructures can, indeed, stimulate innovation in and around research, aimed to produce new knowledge, digital technologies carry social and material implications that affect organizational processes. We show that while knowledge production processes at HumlabX were highly influenced by the infrastructural legacy of the past, they indeed directed scholars toward innovation. By discussing these implications in detail, we move beyond the debate of humanities qua digital, and demonstrate the need for scholars of digital humanities to engage in the development of policies for digital research infrastructures. Using a Swedish case study, we argue that research laboratories for the digital humanities must be scrutinized and should be fully exposed as socio-material organizations that develop, and should develop, over time. In particular, we stress the need to ensure that digital humanities laboratories are sustainable and open for redevelopment.
This paper makes the case for the conceptual use of the everyday in economic geography. It does this by firstly demonstrating the explanatory potential that lies in attending to the lived experience of economic development and, secondly, the ability of the everyday to occupy a meso-level analytical position that is sensitive to the agency of economic agents without undermining the role of structural forces. As a result of the in-depth, and detailed nature of the everyday, the explanatory powers offered by this initial focus on the micro-scale is useful to those economic geographers wishing to pursue a more qualitative and holistic understanding of the economy and of economic processes. Therefore, this paper contributes to a much longer project in economic geography concerned with broadening how the economy is defined and therefore studied. Specifically, it compliments and builds on the work of economic geographers engaged in practice-orientated research before turning to the work of Henri Lefebvre and Michel de Certeau in demonstrating the analytical richness of the everyday beyond a focus on social practice. In other words, the paper argues the need for economic geography to also attend to the lived experience of everyday life, the meanings and values ascribed to it, and not just socio-economic practices themselves. © 2017 The Author(s) Geography Compass
In the above mentioned article (Hofmann and Stockhammer 2017) there was an asterisk proceeding ‘Kerstin P. Hofmann’, which has now been moved to proceed ‘Philipp W. Stockhammer’ to indicate that both authors are corresponding authors for this article.
Background
Participatory health initiatives ideally support progressive social change and stronger collective agency for marginalized groups. However, this empowering potential is often limited by inequalities within communities and between communities and outside actors (i.e. government officials, policymakers). We examined how the participatory initiative of Village Health, Sanitation, and Nutrition Committees (VHSNCs) can enable and hinder the renegotiation of power in rural north India.
Methods
Over 18 months, we conducted 74 interviews and 18 focus groups with VHSNC members (including female community health workers and local government officials), non-VHSNC community members, NGO staff, and higher-level functionaries. We observed 54 VHSNC-related events (such as trainings and meetings). Initial thematic network analysis supported further examination of power relations, gendered “social spaces,” and the “discourses of responsibility” that affected collective agency.
Results
VHSNCs supported some re-negotiation of intra-community inequalities, for example by enabling some women to speak in front of men and perform assertive public roles. However, the extent to which these new gender dynamics transformed relations beyond the VHSNC was limited. Furthermore, inequalities between the community and outside stakeholders were re-entrenched through a “discourse of responsibility”: The comparatively powerful outside stakeholders emphasized community responsibility for improving health without acknowledging or correcting barriers to effective VHSNC action. In response, some community members blamed peers for not taking up this responsibility, reinforcing a negative collective identity where participation was futile because no one would work for the greater good. Others resisted this discourse, arguing that the VHSNC alone was not responsible for taking action: Government must also intervene. This counter-narrative also positioned VHSNC participation as futile.
Conclusions
Interventions to strengthen participation in health systems can engender social transformation. However they must consider how changing power relations can be sustained outside participatory spaces, and how discourse frames the rationale for community participation.
Advances in mediation analysis are used to examine the legacy effects of racial residential segregation in the United States on neighborhood attainments across two familial generations. The legacy effects of segregation are anticipated to operate through two primary pathways: a neighborhood effects pathway and an urban continuity pathway. The neighborhood effects pathway explains why parent’s exposure to racial residential segregation during their family-rearing years can influence the residential outcomes of their children later in life. The urban continuity pathway captures the temporal consistency of the built and topographical environment in providing similar residential opportunities across generations. Findings from the Panel Study of Income Dynamics and U.S. Census data indicate that the legacy effect of racial residential segregation among black families operates primarily through the neighborhood effects that influence children growing up. For white families, there is less support for the legacy effects of segregation. The findings are supported by a comprehensive mediation analysis that provides a formal sensitivity analysis, deploys an instrumental variable, and assesses effect heterogeneity. Knowledge of the legacy of segregation moves neighborhood attainment research beyond point-in-time studies of racial residential segregation to provide a deeper understanding into the ways stratified residential environments are reproduced.
The agenda promoted in this special issue suggests a shift from youth as an experience of progress through time, to youth as a heterogeneous process that unfolds relationally as part of the material and symbolic production of space. This special issue is published at a time when young people are at the forefront of changes in the social organization of space, and spatiality is beginning to be recognized as
foundational to understanding young people’s lives (Farrugia, 2014; Holloway and Valentine, 2000; Valentine and Skelton, 1998; Worth, 2015). The relationship between youth and spatiality can be seen in the ways that the global mobility of contemporary capital is reshaping youth, exemplified by both the devalourization of young people growing up in the former industrial centres of the global north (Furlong, 2015; MacDonald and Marsh, 2005; Serracant, 2012), and the repositioning of rural Southeast Asian young women as the ideal labour force for contemporary manufacturing (Wolf, 1992). Young people are at the forefront of new modes of urban living in the trans-national networks of ‘global cities’ that Sassen (2012) has identified as
constituting the critical economic and networks of the current age (Ball et al., 2000). In addition, contemporary youth cultures demonstrate both a strong investment in the uniqueness of a local scene, as well as the articulation of transnational popular cultural flows made available within the digital spaces of online networking sites (Bennett, 2000; Greener and Hollands, 2006; Skelton and Valentine, 1998). As spatiality is a critical dimension of youth, youth studies is positioned to make critical interventions into the way in which space, place and globalization are theorized and empirically investigated.
However, a focus on space upsets some influential intellectual and disciplinary assumptions, which assume that youth is fundamentally about temporality—or progression and change in and through time. The assumption of youth as temporality dates back at least to the colonial era, in which evolutionary discourses described the development of youth as a rehearsal of the development of humanity, and in which young people were positioned alongside racialized categories of colonized peoples as pre-modern (but nevertheless developing) human beings (Lesko, 2001). The assumption of youth as developmental time continues in developmental psychology, in which childhood, youth and adulthood are positioned along a linear developmental trajectory signposted by the individual accomplishment of certain biological, intellectual and social capacities (such as physical maturity and the capacity for rational self-governance). Linear developmental time operates as the fundamental ontological and epistemological category for understanding youth, and thereby provides the basis for normative judgements about youth development in relation to developmental milestones.
In my current research I focus specifically on how Le Corbusier, the figure, was forged over the past century through architectural pedagogy as an institution and how Le Corbusier, almost inconceivably, still dominates the central narrative in how modern architecture is conceived, taught and reproduced. It is still Le Corbusier who shapes architectural discourse, structures historiography and is mimicked through performance as a performative norm. Le Corbusier’s figuration has also resulted in postmodern global practices that continue to devalue all non-compliant ideologies and pre-modern or anti-modern epistemologies - all the while quashing any alternative ways of being, or building, in the world that vary form the late modernist norm - specifically in relationship to ways of seeing and being in the Land. By subjecting this system of figuration (specifically within architectural education) to a number of useful, but unfamiliar lenses borrowed from the social sciences, I am interrogate how the scholarship of architecture, the framing of architectural heritage and the spatial realities of the built environment have eschewed any and all non-conforming frameworks through the canonization of Le Corbusier as an embodied institution. I draw specifically in my work from scholars working in critical race theory and settler colonialism who use architectural space and narratives as a methodology. The driving thesis behind my work questions how the pedagogy of architecture is able to remain geographically and ideologically grounded by this one dominant figure, Le Corbusier, and what types of knowledge production must be introduced to remedy this debilitating condition.
This paper presents a new smartphone application, Wander, to capture high resolution space-time information on urban dwellers. We detail both the mechanism as well as the analytic platform through which broad scale spatial mobility studies can be mounted to reveal how individuals move through spaces and interact with the social and physical elements of urban life. Results demonstrate the utility of Wander for collecting spatial mobility data that for the first time enables empirical testing of theories first forwarded by urban sociologists at the turn of the 20th Century. We use data collected through the Wander application to examine the timing and regularity of spatial mobility patterns, how these are related to particular urban features, and differ by participant characteristics.
https://link.springer.com/epdf/10.1007/s12061-017-9228-4?author_access_token=vZIPlmnyXfdSlRXZKIg8e_e4RwlQNchNByi7wbcMAY6NWv5ASpqeBeG1oB8-EPRJmjQWj1VcqehoQQuQjctucB7N-r64qA92aaPRuOrAtm2UTFFu3XP_FeuWNMs1UitlnWNzQh0_EyYRWWbB8KSYKg%3D%3D
The ISIS’s Kobane offensive and the belated US decision to intervene against the former on behalf of the Syrian Kurdish PYD forces who fight the ISIS during the Syrian civil war are in many ways an instructive yet puzzling case for students of international politics and security studies. The US intervention deviated from Obama’s earlier grand strategy of pivot to Asia-Pacific and steering clear of the new Middle East conflicts, most recently, involving the ISIS. The US and European states have also risked alienating powerful regional states, particularly those alarmed after Kobane at the prospect of an emerging independent state of Kurdistan bringing together in a dramatic fashion otherwise competing Kurdish forces in northern Iraq, Syria, and southern Turkey. How has this volte face become possible? This study argues that because it does not easily fit the contemporary geopolitical conditions in the Middle East, the implications of Kurdish struggle to retake Kobane and the following international intervention can be better understood as emanating from the politics of meaning-makings and pictorial representations. This paper investigates how ‘the secular Kurds’ and ‘the secular West’ are constituted in the Kurdish war against the ISIS. It shows how visuality and discourses of the Kobane war helped to construct self/other and humanism/barbarism in the relations between the Kurds, ISIS, and the West so as to shift political agenda and security policy in the Middle East.
This chapter critiques Galloway’s notion of videogames as ‘collapsed allegory’, contrasting it with the idea of the framing device. Where the former can only account for the avatar’s movement, the latter is able to accommodate the many types of movement seen in FPS games. The problem then becomes one of identifying the ways that the multiple framing devices ‘collapse’ toward the game’s conclusion, thereby structuring its temporality. Two classes of framing device are identified: integral (those incorporated into the graphical, sound or tactile design of the game) and hypermediate (those which are more overt frames or screen demarcations).
We examine an action research initiative focusing on youths who were born and/or began formal schooling in Canada but raised in homes where the societally dominant language was not extensively spoken. Concepts of place and situation were used as heuristics to extend secondary-level students’ problem-solving abilities and literacy engagement and—using activities revolving around youths’ locations within family, school, and community ecologies—to stimulate reflection on their personal and socially situated identities. The structure of secondary schooling, including its engagement of placemaking processes, is not conducive to the promotion of pedagogies that beneficially support the learning of this student cohort.
The domestic sphere is one of the first spaces in which young people engage with culture and is a key site within which they find the resources to explore their emerging sense of identity. As children grow up, these resources become more extensive and are sourced from a variety of contexts from within and outside of the domestic realm. This chapter explores the ways in which those resources are used by young people in the creation of a “bedroom culture” (McRobbie, A., & Garber, J. Girls and subcultures. In S. Hall & T. Jefferson (Eds.), Resistance through rituals: Youth subcultures in post-war Britain (pp. 209–223). London: Hutchinson. Reprinted in A. McRobbie (ed.) Feminism and Youth Culture from Jackie to Just Seventeen. London: Macmillan, 1991, 12–25, 1976) and the meaning of private spaces to young people, especially during their adolescent years. In exploring the role of the bedroom in the lives of young people, the chapter reviews a now growing body of literature that explores this (semi)private and personal space as a significant site of youth culture and identity. The chapter reviews the concept of a “bedroom culture” from its application to the teenage girl’s bedroom as an alternative cultural domain to street-based subcultures (McRobbie, A., & Garber, J. Girls and subcultures. In S. Hall & T. Jefferson (Eds.), Resistance through rituals: Youth subcultures in post-war Britain (pp. 209–223). London: Hutchinson. Reprinted in A. McRobbie (ed.) Feminism and Youth Culture from Jackie to Just Seventeen. London: Macmillan, 1991, 12–25, 1976) to more contemporary applications that apply to both young men and women’s uses of personal and private space in the home and beyond into virtual realms. In doing this, it will demonstrate how “bedroom culture” is situated within the wider context of youth culture and how bedrooms are used by young people as they find themselves working through and negotiating a series of boundaries and intersections (Livingstone, S. In defence of privacy: Mediating the public/private boundary at home. London: LSE Research Online. http:// eprints. lse. ac. uk/ archive/ 00000505. Accessed 9 Nov 2008, 2005) in public, private, and virtual spheres.
This chapter extends the boundaries of higher education curriculum beyond the officially declared, formally designed programmes and the delivery strategies that are enacted within lecture halls and tutorial sessions. The chapter argues that curriculum messages are being communicated in multiple ways. This includes the ways in which the institution chooses to reflect on its own organisational self, its historical legacies, it chartering of past achievements and its mapping of the challenges and prospects for the future of the institution (its historicity).
This paper utilizes Henri Lefebvre’s work to examine nineteenth century school architecture, in relation to asylums. The deployment of the asylums occurred in unison with the development of public schools. Based on archival research this paper seeks an examination of this interrelated development. The social/spatial arrangement of asylums and schools was not independent and random. The relation between institutions and modes of governance were conditioned through contingent systems of knowledge and practices. This produced separation between lived space, social practices and discursive practices. This paper explores this separation using Lefebvre’s idea of a triad of the perceived, the conceived, and the lived within social space. In other words, the practices and routines constituting production and reproduction (conceived), the symbols and images (representational), and the lived as the complex politically contested aspects formed in social space. Consideration of these domains coincides with deconstruction of the codified meanings and discursive formations, those which often conceal more than they reveal.
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