This chapter explores the dynamics of place as experienced by third culture kids (TCKs) who spend... more This chapter explores the dynamics of place as experienced by third culture kids (TCKs) who spend their developmental years in multiple and diverse physical and social contexts. Traditional conceptualizations and assumptions about a singular localized sense of place are not congruent with the changeability of TCK experiences, and so the concept of sense of place is reexamined with TCKs as the focus. Readers are introduced to two research-based case studies on TCKs and their relationships with place. A study from Hong Kong identifies potential differences between TCK and local Hong Kong adolescents in terms of their relationships to nature and place attachment and considers how relocation has influenced TCK sense of place (Urquhart, An exploration into the environmental identities and sense of place of internationally mobile adolescents. Unpublished master’s thesis. Retrieved from https://viurrspace.ca/handle/10170/880, 2016). A second case study of TCK adolescents in Qatar explores how the “gatedness” of residential contexts can strongly impact TCK experiences of place and sense of place (Picton, International school students’ experiences of their local environment: a case study from Qatar. Unpublished PhD thesis, University of Bath, 2016). For TCKs, mobility has the potential to both expand and simultaneously limit engagement and identification with place and nonhuman nature. This chapter calls for the recognition that for TCKs, immediate contexts are intrinsically linked to a diversity of places in their past, present, and future. Key aspects of place-based education (PBE) and the potential pedagogical challenges and opportunities are considered within the contexts of international schools. PBE is highlighted as a way to promote relational conceptualizations of place to drive an inclusive and globally minded sense of place for TCKs.
This article looks at a research project exploring how KS3 students construct globalisation. Glob... more This article looks at a research project exploring how KS3 students construct globalisation. Globalisation is an important geographical concept and process, but one which can be hard to explore in the classroom. The article suggests how ideas from academic geography can be introduced into KS3 geography through enquiries into mobile phones and McDonalds, to develop engaging geographical learning. The article also demonstrates the value of ‘concept mapping’ in helping students explore complex ideas, such as globalisation.
Page 1. RESEARCH NOTE Usage of the concept of culture and heritage in the United Arab Emirates ... more Page 1. RESEARCH NOTE Usage of the concept of culture and heritage in the United Arab Emirates an analysis of Sharjah heritage area Oliver James Picton* AKIS BS, Geography, Al Khor, Qatar (Received 9 March 2009; final version received 20 September 2009) ...
Page 1. RESEARCH NOTE Usage of the concept of culture and heritage in the United Arab Emirates ... more Page 1. RESEARCH NOTE Usage of the concept of culture and heritage in the United Arab Emirates an analysis of Sharjah heritage area Oliver James Picton* AKIS BS, Geography, Al Khor, Qatar (Received 9 March 2009; final version received 20 September 2009) ...
Http Dx Doi Org 10 1080 08949468 2011 604596, Oct 14, 2011
This discussion explores the meaning of ethnographic film with reference to films made by filmmak... more This discussion explores the meaning of ethnographic film with reference to films made by filmmakers “at home.” It is argued that ethnographicness in film is best conceptualized as a continuum, and that anthropology must embrace transnationalism and the changing nature of “homes” and “abroads” in order to present and represent peoples' voices in an era of increasing globalization. It is argued that the way that ethnographic film evolves, as a cultural product and process itself, should be embraced and celebrated for its ability to recognize universal humanity.
This discussion explores the meaning of ethnographic film with reference to films made by filmmak... more This discussion explores the meaning of ethnographic film with reference to films made by filmmakers “at home.” It is argued that ethnographicness in film is best conceptualized as a continuum, and that anthropology must embrace transnationalism and the changing nature of “homes” and “abroads” in order to present and represent peoples' voices in an era of increasing globalization. It is argued that the way that ethnographic film evolves, as a cultural product and process itself, should be embraced and celebrated for its ability to recognize universal humanity.
This paper reports on a small-scale pilot study undertaken at a secondary school in England, expl... more This paper reports on a small-scale pilot study undertaken at a secondary school in England, exploring how children learn about and construct distant places. Using drawings, concept mapping and interviews, the research examines the process of learning about Brazil over a period of formal learning, and how teaching and resources influence constructions of place. Findings suggest that children initially deploy stereotypes when they imagine and construct distant places, for example, generic images and understandings of poverty and rural living. The research suggests that during the learning process and the construction of distant place(s), these stereotypes diversify to binary contrasts between self and other, and between different aspects of distant places, for example, urban rich and urban poor. The research goes on to discuss the importance of encouraging children to view places in terms of continuum, continuity and diversity, rather than in terms of difference and contrast. The importance of understanding how constructions of place are socially and culturally derived and the role of educators in encouraging students to critically engage with images of places are emphasised.
Keywords: distant places; imaginative geographies; learning theory; place studies
Under the forces of an oil-based economy and the fast paced change, nationals in the United Arab ... more Under the forces of an oil-based economy and the fast paced change, nationals in the United Arab Emirates (UAE) and other Gulf states are becoming very keen to preserve, represent and invent a distinct 'national' culture and heritage. Fears of 'loss' of identity and concerns about 'global' culture are powerful social forces. Heritage revival has become a significant social, cultural and political process in the UAE, the most public sign of this being the development of 'Heritage Villages'. This analysis explores themes of heritage revival and the preservation, representation and construction of culture in the UAE with specific analysis of the Sharjah Heritage Area (SHA). It will be shown that heritage revival in the UAE is both a symbolic and practical negation of globalization. Heritage revival is also increasingly an affirmation of the fast paced development of international business and tourism in the Emirates which is the focus of economic diversification. SHA will first be examined as a museum exhibitionary complex combining museum, festival and shopping. The representation, performance, negotiation and interplay of local/global and old/new culture at the SHA will be outlined in the context of transnationalism and the oil-propelled modernization.
Keywords: heritage revival; globalization; modernity; preservation; politicization of culture; nation building/statecraft
This article looks at a research project exploring how KS3 students construct globalisation. Glob... more This article looks at a research project exploring how KS3 students construct globalisation. Globalisation is an important geographical concept and process, but one which can be hard to explore in the classroom. The article suggests how ideas from academic geography can be introduced into KS3 geography through enquiries into mobile phones and McDonalds, to develop engaging geographical learning. The article also demonstrates the value of ‘concept mapping’ in helping students explore complex ideas, such as globalisation.
This chapter explores the dynamics of place as experienced by third culture kids (TCKs) who spend... more This chapter explores the dynamics of place as experienced by third culture kids (TCKs) who spend their developmental years in multiple and diverse physical and social contexts. Traditional conceptualizations and assumptions about a singular localized sense of place are not congruent with the changeability of TCK experiences, and so the concept of sense of place is reexamined with TCKs as the focus. Readers are introduced to two research-based case studies on TCKs and their relationships with place. A study from Hong Kong identifies potential differences between TCK and local Hong Kong adolescents in terms of their relationships to nature and place attachment and considers how relocation has influenced TCK sense of place (Urquhart, An exploration into the environmental identities and sense of place of internationally mobile adolescents. Unpublished master’s thesis. Retrieved from https://viurrspace.ca/handle/10170/880, 2016). A second case study of TCK adolescents in Qatar explores how the “gatedness” of residential contexts can strongly impact TCK experiences of place and sense of place (Picton, International school students’ experiences of their local environment: a case study from Qatar. Unpublished PhD thesis, University of Bath, 2016). For TCKs, mobility has the potential to both expand and simultaneously limit engagement and identification with place and nonhuman nature. This chapter calls for the recognition that for TCKs, immediate contexts are intrinsically linked to a diversity of places in their past, present, and future. Key aspects of place-based education (PBE) and the potential pedagogical challenges and opportunities are considered within the contexts of international schools. PBE is highlighted as a way to promote relational conceptualizations of place to drive an inclusive and globally minded sense of place for TCKs.
This chapter explores the dynamics of place as experienced by third culture kids (TCKs) who spend... more This chapter explores the dynamics of place as experienced by third culture kids (TCKs) who spend their developmental years in multiple and diverse physical and social contexts. Traditional conceptualizations and assumptions about a singular localized sense of place are not congruent with the changeability of TCK experiences, and so the concept of sense of place is reexamined with TCKs as the focus. Readers are introduced to two research-based case studies on TCKs and their relationships with place. A study from Hong Kong identifies potential differences between TCK and local Hong Kong adolescents in terms of their relationships to nature and place attachment and considers how relocation has influenced TCK sense of place (Urquhart, An exploration into the environmental identities and sense of place of internationally mobile adolescents. Unpublished master’s thesis. Retrieved from https://viurrspace.ca/handle/10170/880, 2016). A second case study of TCK adolescents in Qatar explores how the “gatedness” of residential contexts can strongly impact TCK experiences of place and sense of place (Picton, International school students’ experiences of their local environment: a case study from Qatar. Unpublished PhD thesis, University of Bath, 2016). For TCKs, mobility has the potential to both expand and simultaneously limit engagement and identification with place and nonhuman nature. This chapter calls for the recognition that for TCKs, immediate contexts are intrinsically linked to a diversity of places in their past, present, and future. Key aspects of place-based education (PBE) and the potential pedagogical challenges and opportunities are considered within the contexts of international schools. PBE is highlighted as a way to promote relational conceptualizations of place to drive an inclusive and globally minded sense of place for TCKs.
This article looks at a research project exploring how KS3 students construct globalisation. Glob... more This article looks at a research project exploring how KS3 students construct globalisation. Globalisation is an important geographical concept and process, but one which can be hard to explore in the classroom. The article suggests how ideas from academic geography can be introduced into KS3 geography through enquiries into mobile phones and McDonalds, to develop engaging geographical learning. The article also demonstrates the value of ‘concept mapping’ in helping students explore complex ideas, such as globalisation.
Page 1. RESEARCH NOTE Usage of the concept of culture and heritage in the United Arab Emirates ... more Page 1. RESEARCH NOTE Usage of the concept of culture and heritage in the United Arab Emirates an analysis of Sharjah heritage area Oliver James Picton* AKIS BS, Geography, Al Khor, Qatar (Received 9 March 2009; final version received 20 September 2009) ...
Page 1. RESEARCH NOTE Usage of the concept of culture and heritage in the United Arab Emirates ... more Page 1. RESEARCH NOTE Usage of the concept of culture and heritage in the United Arab Emirates an analysis of Sharjah heritage area Oliver James Picton* AKIS BS, Geography, Al Khor, Qatar (Received 9 March 2009; final version received 20 September 2009) ...
Http Dx Doi Org 10 1080 08949468 2011 604596, Oct 14, 2011
This discussion explores the meaning of ethnographic film with reference to films made by filmmak... more This discussion explores the meaning of ethnographic film with reference to films made by filmmakers “at home.” It is argued that ethnographicness in film is best conceptualized as a continuum, and that anthropology must embrace transnationalism and the changing nature of “homes” and “abroads” in order to present and represent peoples' voices in an era of increasing globalization. It is argued that the way that ethnographic film evolves, as a cultural product and process itself, should be embraced and celebrated for its ability to recognize universal humanity.
This discussion explores the meaning of ethnographic film with reference to films made by filmmak... more This discussion explores the meaning of ethnographic film with reference to films made by filmmakers “at home.” It is argued that ethnographicness in film is best conceptualized as a continuum, and that anthropology must embrace transnationalism and the changing nature of “homes” and “abroads” in order to present and represent peoples' voices in an era of increasing globalization. It is argued that the way that ethnographic film evolves, as a cultural product and process itself, should be embraced and celebrated for its ability to recognize universal humanity.
This paper reports on a small-scale pilot study undertaken at a secondary school in England, expl... more This paper reports on a small-scale pilot study undertaken at a secondary school in England, exploring how children learn about and construct distant places. Using drawings, concept mapping and interviews, the research examines the process of learning about Brazil over a period of formal learning, and how teaching and resources influence constructions of place. Findings suggest that children initially deploy stereotypes when they imagine and construct distant places, for example, generic images and understandings of poverty and rural living. The research suggests that during the learning process and the construction of distant place(s), these stereotypes diversify to binary contrasts between self and other, and between different aspects of distant places, for example, urban rich and urban poor. The research goes on to discuss the importance of encouraging children to view places in terms of continuum, continuity and diversity, rather than in terms of difference and contrast. The importance of understanding how constructions of place are socially and culturally derived and the role of educators in encouraging students to critically engage with images of places are emphasised.
Keywords: distant places; imaginative geographies; learning theory; place studies
Under the forces of an oil-based economy and the fast paced change, nationals in the United Arab ... more Under the forces of an oil-based economy and the fast paced change, nationals in the United Arab Emirates (UAE) and other Gulf states are becoming very keen to preserve, represent and invent a distinct 'national' culture and heritage. Fears of 'loss' of identity and concerns about 'global' culture are powerful social forces. Heritage revival has become a significant social, cultural and political process in the UAE, the most public sign of this being the development of 'Heritage Villages'. This analysis explores themes of heritage revival and the preservation, representation and construction of culture in the UAE with specific analysis of the Sharjah Heritage Area (SHA). It will be shown that heritage revival in the UAE is both a symbolic and practical negation of globalization. Heritage revival is also increasingly an affirmation of the fast paced development of international business and tourism in the Emirates which is the focus of economic diversification. SHA will first be examined as a museum exhibitionary complex combining museum, festival and shopping. The representation, performance, negotiation and interplay of local/global and old/new culture at the SHA will be outlined in the context of transnationalism and the oil-propelled modernization.
Keywords: heritage revival; globalization; modernity; preservation; politicization of culture; nation building/statecraft
This article looks at a research project exploring how KS3 students construct globalisation. Glob... more This article looks at a research project exploring how KS3 students construct globalisation. Globalisation is an important geographical concept and process, but one which can be hard to explore in the classroom. The article suggests how ideas from academic geography can be introduced into KS3 geography through enquiries into mobile phones and McDonalds, to develop engaging geographical learning. The article also demonstrates the value of ‘concept mapping’ in helping students explore complex ideas, such as globalisation.
This chapter explores the dynamics of place as experienced by third culture kids (TCKs) who spend... more This chapter explores the dynamics of place as experienced by third culture kids (TCKs) who spend their developmental years in multiple and diverse physical and social contexts. Traditional conceptualizations and assumptions about a singular localized sense of place are not congruent with the changeability of TCK experiences, and so the concept of sense of place is reexamined with TCKs as the focus. Readers are introduced to two research-based case studies on TCKs and their relationships with place. A study from Hong Kong identifies potential differences between TCK and local Hong Kong adolescents in terms of their relationships to nature and place attachment and considers how relocation has influenced TCK sense of place (Urquhart, An exploration into the environmental identities and sense of place of internationally mobile adolescents. Unpublished master’s thesis. Retrieved from https://viurrspace.ca/handle/10170/880, 2016). A second case study of TCK adolescents in Qatar explores how the “gatedness” of residential contexts can strongly impact TCK experiences of place and sense of place (Picton, International school students’ experiences of their local environment: a case study from Qatar. Unpublished PhD thesis, University of Bath, 2016). For TCKs, mobility has the potential to both expand and simultaneously limit engagement and identification with place and nonhuman nature. This chapter calls for the recognition that for TCKs, immediate contexts are intrinsically linked to a diversity of places in their past, present, and future. Key aspects of place-based education (PBE) and the potential pedagogical challenges and opportunities are considered within the contexts of international schools. PBE is highlighted as a way to promote relational conceptualizations of place to drive an inclusive and globally minded sense of place for TCKs.
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Papers by Oliver Picton
Keywords: distant places; imaginative geographies; learning theory; place studies
Keywords: heritage revival; globalization; modernity; preservation; politicization of culture; nation building/statecraft
Books by Oliver Picton
Keywords: distant places; imaginative geographies; learning theory; place studies
Keywords: heritage revival; globalization; modernity; preservation; politicization of culture; nation building/statecraft