Academic literature on the topic 'History, Geography and Social Science 8-13 (Project)'

Middle East Studies for the New Millennium sheds light on the trials and tribulations of Middle East area studies in the highly charged and politi- cized context of American academia and broader US policy. In this respect, it is an important exposition of how American universities produce knowl- edge about different world regions (ix). The study is the outcome of a research project that spanned a period of nearly fifteen years since 2000. The introductory chapter, by book editors Shami and Miller-Idriss and titled “The Many Crises of Middle East Stud- ies” (MES), refers to the contextual status of the field and relates its ‘crises’ to an American setting in which knowledge and power are intrinsically, even if not always clearly, juxtaposed. Shami and Miller-Idriss point out that three main institutional actors define the politics of the field: univer- sities, federal government, and private philanthropic foundations (8). The role of the US federal government in producing knowledge, the relation- ship between knowledge and power, and ways of knowing about ‘other’ cultures and places has long been a source and subject of numerous debates and controversies (1), but the authors problematize it in terms of the “se- curitization of academic knowledge in the name of ‘national interest,’ the challenges arising out of the possibilities of unbounded, transnational fields of scholarship and the future of the university as an institution” (2). The MES also faced an additional crisis as a growing number of social scientists came to perceive it as too focused on in-depth studying of areas instead of seeking to produce knowledge based on universal theories or explanations. MES, thus, increasingly occupied a diminishing space in social sciences in favor of a humanistic turn toward cultural and linguistic approaches (9). This, according to Shami and Miller-Idriss was not simply a matter of intel- lectual skepticism, but rather a reflection of deliberate attempts at siphon- ing social scientists from universities, narrowing knowledge to specific agenda-settings, and limiting space for alternative perspectives. Due to the perceived ‘anti-Americanism’ of MES, in good measure emanating from claims about Edward Said’s “pernicious influence,” the field has increasingly come under siege through federal monitoring, campus watch, scrutiny of scholars exchanges, and funding restrictions (10). Problematizing the context of MES in such terms helps frame the ap- proach of this study around three main themes that comprise the three parts of the book and its eleven chapters. These include the relationship be- tween MES and other social science disciplines, reconfigurations, and new emphases in MES focusing on university restructuring, language training and scholarly trends, and the politics of knowledge as they relate specifical- ly to the many crises in the Middle East (11). Part I, titled “Disciplines and its Boundaries,” comprises four chap- ters, which highlight the interdisciplinary nature of area studies as a sub- field within the entire “problem-solving” structure of social sciences. This tendency distinguished area studies from earlier Orientalist/civilizational scholarly traditions. The four chapters in Part I cover the relationship be- tween area studies and political science (Lisa Wedeen), sociology (Reshat Kasaba), economics (Karen Pfeifer), and geography (Amy Mills and Timur Hammond). Together, they demonstrate how the privileged discipline or “prestige area” for theorizing reflects a different relationship with area studies depending on the discipline’s definition of the “universal” (11). Wedeen challenges positivist/methodological claims about the separation of fact and value, and the unification of liberalism and science in such a fashion as to render the subfield of American studies a standard universal “nonarea”, reflecting American exceptionalism (12). Kasaba examines the historically cyclical relationship between sociology and area studies “as a push-and-pull reaction to particular political imperatives,” related to how social sciences and American foreign policy have been intertwined since WWII (12). Pfeifer focuses on how international financial institutions have shaped much of western economists’ approaches to the Middle East region, entrenching neoclassical economic ideas associated with stabilization, lib- eralization, and privatization (13). Mills and Hammond examine the “spa- tial turn” in area studies, and how spatial methodologies have provided for a means to understand the broad socio-economic and political dynamics that have served to shape the Middle East. They point also to the interdisci- plinary nature of spatial studies that could very well transform area studies by linking the region to its global context (14-15). Part II, titled “Middle East Studies and the University,” comprises four chapters by Jonathan Z. Friedman and Cynthia Miller-Idriss, Elizabeth An- derson Worden and Jeremy M. Browne, Laura Bier, and Charles Kurzman and Carl W. Ernst. These chapters highlight how knowledge about the Middle East are produced through changing institutional structures and architectures, particularly in relation to the rise of “the global” as a major organizational form within American universities. They also focus on the “capacities” needed to produce a new generation of qualified specialists ca- pable of dealing with profound regional changes that would also require dif- ferent policy and educational approaches (15). Friedman and Miller-Idriss look at the Hagop Kevorkian Center for Near Eastern Studies at New York University (NYU) in order to investigate how area studies centers as well as universities are to transform themselves into global institutions. They point to two separate but coexisting logics of internationalization: that of the specialist with deeper knowledge of the area, and the cosmopolitan who emphasizes breadth in global experience in order to produce the ‘global citizen’ (15-16). Worden and Browne focus on reasons why it was difficult for American institutions to produce proficient Arabic language speakers in significant numbers. They offer an explanation in terms of structural and cultural factors related to time constraints that graduate students face in or- der to learn the language, the relative lower status of language instructors, the devaluation of language learning by some social sciences disciplines, and, for all practical purposes, the difficulty of learning Arabic. Bier ana- lyzes PhD dissertations concerned with the Middle East across six social sciences disciplines (political science, sociology, anthropology, economics, history and MES) during the period 2000-2010, focusing on their themes, topics and methods (253). She points out that neoliberalism and what is termed the ‘Washington Consensus’ have come to dominate political sci- ence, sociology and economics, while issues of identity, gender, colonial- ism, the nation, and Islam dominate in anthropology, history, and MES. Kurzman and Ernst go beyond Bier’s thematic approach to highlight the renewed and significant institutional growth of interest in Islamic studies for national security concerns. They point as well to the encouragement offered by a number of universities to promote cross-regional approaches, not constrained by narrower definitions of distinct regions, although they also raise the problem of lack of adequate federal funding for such purpos- es. Part III, titled “the Politics of Knowledge,” comprises three chapters by Seteney Sami and Marcial Godoy-Anativia, Ussama Makdisi, and Irene Gendzier; and an ‘Afterward’ by Lisa Anderson. These chapters examine not only the production of knowledge but also how knowledge is frequently silenced by forces that “structure and restrict freedom of speech, censor- ship and self-censorship”—the so-called “chilling effects” (19). Sami and Godoy-Anativia examine the themes of campus watch or surveillance and public criticism of MES, especially after the 9/11 events of 2001, and their impact on academia and “institutional architectures” as knowledge is secu- ritized and “privatized” (19). Makdisi and Gendzier question how Ameri- can scholarship about the region has changed over time, yet almost always highly charged and politicized in large measure due to the Arab-Zionist/ Israeli conflict (20-21). Despite moves toward more critical and postna- tionalist approaches, Makdisi emphasizes that overall academic freedom has nevertheless been curtailed. Genzier, in turn, points to how “ignorance has [come to have] strategic value,” as “caricatured images” pass for anal- ysis (21-22). Finally, given the securitization and other intimidating mea- sures undertaken around campuses and universities, Anderson concludes that the state of a “beleaguered” (442) MES is deplorable, describing it as “demoralized, lacking academic freedom and reliable research data, and function in a general climate of repression, neglect and isolation” (22, 442). This important book—with extensive bibliographies in each chapter and its detailed exploration of the state of the field of United States MES in the twenty-first century—stands as a reference source for all interested in Middle East studies. “Infrastructures for Knowledge” could have made for a provocative main title of this work, in reference to the production of knowledge on the Middle East and the reproduction of new generations of Middle Eastern specialists. Its most salient aspect is that it highlights and underscores the formal and informal authoritarian and securitization mea- sures adopted by US federal agencies as well as universities to set effective restrictions on what can or cannot be said and/or taught about MES, both in academic institutions and in the media. In addition to the proliferation of both private and public watchdogs monitoring how MES is being taught on campuses, the establishment since 2003 of twelve Homeland Security Centers of Excellence at six universities (with grants totaling about 100 million dollars) is indicative of the scale of intrusive measures (101). The broader problem is that such infringements do not take place only in US universities. Given that county’s totalizing and vested interests in influenc- ing how knowledge is produced and consumed globally, not least in and about the Middle East, the extent of its hegemonic control in that region can only be surmised. Amr G.E. SabetDepartment of Political ScienceDalarna University, Falun, Sweden

Background In sub-Saharan Africa, more than 42% of children are at risk for vitamin A deficiency, and control of vitamin A deficiency will prevent more than 600,000 child deaths annually. In the West African Economic and Monetary Union (UEMOA), an estimated 54.3% of preschool-age children are vitamin A deficient and 13% of pregnant women have night blindness. Objective To project the achievements of this West African coalition. Methods This article documents the achievements, challenges, and lessons learned associated with the development of a public—private partnership to fortify vegetable oil in West Africa through project reports and industry assessments. Results National-level food consumption surveys identified cooking oil as a key vehicle for vitamin A. Stakeholders therefore advocated for the production of fortified vegetable oil at large scale, supported industrial assessments, and reinforced the capacity of cooking oil industries to implement vitamin A fortification through effective coordination of public and private partnerships tied with standards, regulations, and social marketing. Strong alliances for food fortification were established at the regional and national levels. Stakeholders also developed policies, adopted directives, built capacity, implemented social marketing, and monitored quality enforcement systems to sustain fortification for maximum public health impact. The synergy created resulted from the unique and complementary core competencies of all the partners under effective coordination. The initiative began with the 8 UEMOA member countries and now includes all 15 countries of the Economic Community of West African States (ECOWAS), plus Cameroon, Tanzania, and Mozambique, forming a sub-Saharan Africa-wide initiative on food fortification. All members of the Professional Association of Cooking Oil Industries of the West African Economic and Monetary Union (AIFO-UEMOA) now fortify edible oil with vitamin A. Through multisector cooperation, an estimated 70% of the population has access to vitamin A–fortified edible oil in participating countries. Conclusions Sustainable fortification of cooking oil is now a reality in all UEMOA countries.

The paper presents research findings with 56 Roma children from Macedonia and Serbia between the ages of 3-6 years. The children’s knowledge of Romani as their mother tongue was assessed with a specially designed test. The test measures the children’s comprehension and production of different types of grammatical knowledge such as wh–questions, wh-complements, passive verbs, possessives, tense, aspect, the ability of the children to learn new nouns and new adjectives, and repetition of sentences. In addition, two pictured narratives about Theory of Mind were given to the children. The hypothesis of the authors was that knowledge of the complex grammatical categories by children will help them to understand better the Theory of Mind stories. The results show that Roma children by the age of 5 know most of the grammatical categories in their mother tongue and most of them understand Theory of Mind. References Bakalar, P. (2004). The IQ of Gypsies in Central Europe. 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Climate change induced sea-level rise (SLR) is on its increase globally. Regionally the lowlands of China, Vietnam, Bangladesh, and islands of the Malaysian, Indonesian and Philippine archipelagos are among the world’s most threatened regions. Sea-level rise has major impacts on the ecosystems and society. It threatens coastal populations, economic activities, and fragile ecosystems as mangroves, coastal salt-marches and wetlands. This paper provides a summary of the current state of knowledge of sea level-rise and its effects on both human and natural ecosystems. The focus is on coastal urban areas and low lying deltas in South-East Asia and Vietnam, as one of the most threatened areas in the world. About 3 mm per year reflects the growing consensus on the average SLR worldwide. The trend speeds up during recent decades. The figures are subject to local, temporal and methodological variation. In Vietnam the average values of 3.3 mm per year during the 1993-2014 period are above the worldwide average. Although a basic conceptual understanding exists that the increasing global frequency of the strongest tropical cyclones is related with the increasing temperature and SLR, this relationship is insufficiently understood. Moreover the precise, complex environmental, economic, social, and health impacts are currently unclear. SLR, storms and changing precipitation patterns increase flood risks, in particular in urban areas. Part of the current scientific debate is on how urban agglomeration can be made more resilient to flood risks. Where originally mainly technical interventions dominated this discussion, it becomes increasingly clear that proactive special planning, flood defense, flood risk mitigation, flood preparation, and flood recovery are important, but costly instruments. Next to the main focus on SLR and its effects on resilience, the paper reviews main SLR associated impacts: Floods and inundation, salinization, shoreline change, and effects on mangroves and wetlands. The hazards of SLR related floods increase fastest in urban areas. This is related with both the increasing surface major cities are expected to occupy during the decades to come and the increasing coastal population. In particular Asia and its megacities in the southern part of the continent are increasingly at risk. The discussion points to complexity, inter-disciplinarity, and the related uncertainty, as core characteristics. An integrated combination of mitigation, adaptation and resilience measures is currently considered as the most indicated way to resist SLR today and in the near future.References Aerts J.C.J.H., Hassan A., Savenije H.H.G., Khan M.F., 2000. Using GIS tools and rapid assessment techniques for determining salt intrusion: Stream a river basin management instrument. 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Rapid urbanization rates impact significantly on the nature of Land Cover patterns of the environment, which has been evident in the depletion of vegetal reserves and in general modifying the human climatic systems (Henderson, et al., 2017; Kumar, Masago, Mishra, & Fukushi, 2018; Luo and Lau, 2017). This study explores remote sensing classification technique and other auxiliary data to determine LULCC for a period of 50 years (1967-2016). The LULCC types identified were quantitatively evaluated using the change detection approach from results of maximum likelihood classification algorithm in GIS. Accuracy assessment results were evaluated and found to be between 56 to 98 percent of the LULC classification. The change detection analysis revealed change in the LULC types in Minna from 1976 to 2016. Built-up area increases from 74.82ha in 1976 to 116.58ha in 2016. Farmlands increased from 2.23 ha to 46.45ha and bared surface increases from 120.00ha to 161.31ha between 1976 to 2016 resulting to decline in vegetation, water body, and wetlands. The Decade of rapid urbanization was found to coincide with the period of increased Public Private Partnership Agreement (PPPA). Increase in farmlands was due to the adoption of urban agriculture which has influence on food security and the environmental sustainability. The observed increase in built up areas, farmlands and bare surfaces has substantially led to reduction in vegetation and water bodies. The oscillatory nature of water bodies LULCC which was not particularly consistent with the rates of urbanization also suggests that beyond the urbanization process, other factors may influence the LULCC of water bodies in urban settlements. Keywords: Minna, Niger State, Remote Sensing, Land Surface Characteristics References Akinrinmade, A., Ibrahim, K., & Abdurrahman, A. (2012). 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Figure 1 Recently I was walking down a street in The Mission district of San Francisco, which has a high proportion of the city’s Mexican population, when I was struck by a mural on the side of a shop. Vivid and colourful, the mural depicted a large Aztec face surrounded by lush jungle, aesthetically balanced by a carved stone face on the other end of the mural (Figure 1). It was not the beauty, size or colour of the artwork that most impressed me but the way it replicated art I had seen days before walking around Aztec ruins near Mexico City. The paintings I had seen at these pyramids were close to two thousand years old, and this mural, complete with ‘tags’, was created with spray-paint in (probably) the last few years. One was in the ‘traditional home’ of the Aztecs, Mexico, and the other in the Mexican neighbourhood of a neo-colonial American city. However, while one site was celebrating people long since dead, the other a vibrantly alive culture in the cityscape of San Francisco. The migrant, or the diasporic community, is central to many contemporary discussions on the effect of increased globalisation on human cultures and societies (Chambers ). This is not to suggest, however, that globalisation or its impact on human cultures is only a recent phenomenon. Such an assumption implies a sense of amnesia about the processes of migration and diaspora that both instigated, and developed from, processes such as colonisation. San Francisco’s Mexican community do not represent the colonised indigenous people of the United States (US), but they have been affected by a colonial history of their own and the neo-colonialism of the US through processes such as the North American Free Trade Agreement (NAFTA). This rendering, while obviously reductionist, indicates the complex nature of the position of Mexican migrants in San Francisco, and the multiple places, events, histories, countries, politics and policies that shape their journey. The picture of an Aztec face, situated within a largely Mexican neighbourhood, fiercely facing San Francisco presents a number of questions around ideas of culture, hybridity and thirdspace that are connected to theories of complexity. The concept of complexity provides a rich framework through which to engage with themes of culture and hybridity, explored through this symbolic painted presence in the urban landscape. Engagement with complexity theories can illustrate the already present, albeit unarticulated, engagement with complexity in concepts such as cultural hybridity, as well as opening up new ways in which to engage with such ideas. In this paper, I seek to illustrate how complexity can develop concepts in humanities, allowing for a greater exploration and sense of adventure of what is and can be. I will explore the idea of culture and its complexity, and how it can be enriched by complexity. It is an exploration of what can be produced and is emerging rather than the (continued) search for the ‘real’ or an uncovering of bedrock ‘truth’ in social science. As a number of commentators have argued, this idea continues to persist in social science research, despite the apparent changes wrought by poststructuralist thought (Crang, “There Is Nothing”; Crang, “New Orthodoxy”; Lorimer). This article seeks to contribute to current dialogues regarding how theories of complexity might enrich social science research using the concept of culture. The limitations of paper size and breadth of topic shape this article as gesturing towards the possibilities of engaging with the notion of complexity in social science, explored using the symbol of a mural and its location within the Mission District of San Francisco. There are a number of theoretical positions that fall under the notion of complexity; these include chaos theory, catastrophe theory, mathematical complexity and fractals (Manson). From the 1970s, there has been an increasing acceptance and application of complexity theories into social science and popular knowledge, in particular from the late 1990s (Nowotny; Thrift; Manson; Urry, Global Complexity). In my discussion of complexity I am drawing on the translations of these ideas into the domain of social science. I am looking at the disjuncture between cause and effect and the concept of emergence (Thrift; Urry, Global Complexity). These concepts, I argue, can be used to develop areas in the social science such as post-colonial theory that may, at first, seem unrelated. As complexity theory is, well, so complex and really an umbrella term or a "scientific amalgam", it is important to clarify how these theories will be interpreted here (Thrift). Emergence, according to Urry, is the way in which things self-organise over time (Urry, “The Complexities” 33). To expand on this, emergence can be described as the process of self-organisation of things (human and non-human) to create a new entity, an assemblage (Urry, Global Complexity). A central idea of emergence is that complexity is more than ‘complicated’, more than simply the coming together of multiple entities or aspects. The relationship between its parts constitute a new set of entities that make the whole more than the sum of its parts (Urry, Global Complexity; Thrift). It is also the process though which new hybrid entities emerge from this assemblage of previously separate entities. To return to the mural, an analysis of this painting (based on the hypothesis that it has been created by the diaspora from Mexico in San Francisco) would suggest it has emerged through an assemblage of processes of migration, issues of cultural heritage, ideas of authentic tradition, resistance, social inequity, difference and (possibly) a shopkeepers desire for a nice wall. All the known (and unknown) elements, human and non-human, that have (hypothetically) influenced this murals creation do not simply fit together in an equation that automatically results in ‘graffiti art’. Instead it has emerged due to a unique coming together of elements, an assemblage, in a particular time and geographical location. The disjuncture between cause and effect highlighted in a complexity perspective is illustrated here as it is possible to see the process of colonisation of Mexico and the United States has started a chain of events that have lead to the creation of this mural. However, there is no direct line of cause and effect that the act of colonisation would lead to the construction of such a mural. While we can begin to unpack this process in hindsight, the emergent processes that have lead to its creation ensure that such an endeavour will not easily or ever produce a simple equation for its occurrence. Cultural Complexity Social science in many ways relies on the notion that things are not easily analysed, not simply quantifiable or knowable (Dwyer and Limb). The actual language of complexity, however, has generally been missing from such discussions. This absence has limited the ability or, perhaps more accurately, the willingness to articulate logically and rationally what it means to gesture to an unknowingness, to processes of which outcomes cannot be fully predicted or explained (Lorimer; Crang, “There Is Nothing”). It is perhaps only now that it has been ‘validated’ through scientific knowledge such as physics, that we can embrace these ideas explicitly in social science. Using the notion of culture I will illustrate how complexity has been part of social science before it was articulated as such, what complexity theory offers in relation to the social world and how it might be engaged in relation to theory such cultural hybridity. The concept of culture in social science has expanded from the notion of fixed, homogenous ‘way of life’ in a specific geographic space, in early anthropological accounts, to a more complex processual view of culture (Ang, Not Speaking; Couldry). The work of Raymond Williams was seminal in the development of this idea of culture, which continues to be a central aspect of disciplines such as cultural geography and cultural studies (Anderson and Gale; Anderson et al.; Anderson; Ang, “Predicament”; Ang, Not Speaking). This work illustrates the complexities of culture as not only porous and shifting at its boundaries but also internally differentiated so that cultural coherence cannot be assumed (Anderson; Ang, “Predicament”). In terms of complexity theory, the entities that together form a ‘culture’ exist outside of the culture and can in turn work to destabilise and change the culture internally (DeLanda). While recognising that there have always been flows of people, trade and ideas around the world, it has been argued that the current epoch sees these flows at an unprecedented rate (Appadurai; Castells). The level of trans-national migration and movement of people, and the disruption of space and time created by processes of globalisation, further challenge conceptions of culture as fixed or homogenous (Couldry). This expansion of the notion of culture has dual connotations for my reading of the mural. The mural depicts a ‘traditional’ image of Mexican culture before it was affected by contemporary globalisation, but this is being depicted from the position of a diasporic subject in downtown San Francisco. In the painting of this mural it is possible to see the tension between idealisations of more traditional conceptions of a fixed, homogenous culture and the changes wrought on this culture by globalisation. The contrast of the painting’s subject and its location conveys the process of emergence of the (imagined) Mexican-American painter’s hybrid identity. Global Complexity These developments in cultural theory present a complex notion of culture, highlighting the influence of globalisation in creating this complexity. The interjection of complexity theory into social science more recently can enrich these readings of the complexity of cultural systems. It provides an overarching framework through which to organise and analyse concepts such as culture, but also can also connect this dynamic and processual ‘culture’ to a broader system of human and non-human entities. According to Urry, the global “comprises a set of emergent systems possessing properties and patterns that are often far from equilibrium. Complexity emphasises that there are diverse networked time-space paths, that there are often massive disproportionalities between cause and effects, and that unpredictable and yet irreversible patterns seem to characterise all social and physical systems.” (Urry, Global Complexity 8). A key notion of global complexity as discussed by Urry is that the ‘global’ is comprised and created through networks, drawing on the work of Appadurai and Castells. This coming together or connection of a multitude of varied human and non-human entities is seen to produce the emergence of things not connected to their cause, highlighting the disconnection between cause and effect. However, while it emphasises a disjuncture between cause and effect in terms of prediction, complexity theory has also been utilised to illustrate how things assemble together and from these things new things are made. Entities such as cultural hybridity can be seen as emerging from complex assemblages – time, place, people – from which unexpected, unpredictable entities emerge. The mural in San Francisco can be seen as one such entity. Thirdspace To complete gesture towards the use of complexity theory in research on culture, I would like to engage with the notion of thirdspace. This concept contributes to discussions of cultural complexity, as it seeks to describe the emergence of new hybrid forms created by the coming together of different cultural entities. The subject of the migrant, that I have sought to discuss in relation to the mural, is perhaps the epitome of the hybrid figure in the ‘in-between space’ as Ian Chambers has discussed. Chambers discusses the migrant as in-between home and the new country, and the processes of change that migrants undergo, taking on from the new but not letting go completely of the ‘old’, and so to become something different again. Homi Bhabha also discusses the idea of the hybrid, but presents the ‘in-between’ space as a product of the colonial encounter. Bhabha uses to the term ‘thirdspace’ to describe the hybridity that arises from the forced co-existence of groups with different histories, from different places, in a shared space. This creates a ‘thirdspace’ that is not of ‘One nor the Other but something else besides, in between” (Bhabha 219). It is this space of emergence that is simultaneously a space of unknowableness that is being presented by these theorists. The concept of thirdspace engenders an understanding of the complexity that social changes bring about as they facilitate or force the interaction of different groups. While complexity may mean that we do not know what the result is of such a coming together or intersection, the concept of a thirdspace allows us to see the intricacies of the complexity that is created illustrated by the case of the mural. A complexity framework also indicates to the assemblage of multiplicity of entities – human and non-human, material and immaterial – that these hybrid subjects have emerged from, enriching the possible field for social science enquiry. While the hybrid – human or non-human entity – is not simply a sum of its parts, or that which came together to produce it, it does provide pointers to follow in uncovering the intricacies of its make up. It is, however, also the unknowableness, the newness, produced that makes it more than a composite that injects both challenge and wonder into intellectual endeavor. Conclusion In attempting to draw common threads through these examples of cultural theory I wish to highlight how the notion of complexity supports theories such as hybridity that seek to outline rather than map certain social processes. The multiple and complex subjectivities and experiences that emerge from the colonial encounter, or process of migration do not lend themselves to easy counting or mapping. To dissect such experiences for greater understanding, to attempt to put it all together like a puzzle to find a true picture surely creates an incomplete picture. Beginning instead from a position of complexity does not deny the need to explore such processes but suggests different methods and different outcomes are sought. It gestures towards a different framework through which to understanding the world. The interjection of complexity theory into the social sciences offers a rich conceptual framework through which to re-look at and develop ideas already central to such research. As a mural on a wall in San Francisco connects to 2000 year old frescos on pyramids at the edge of Mexico City, so too does it speak to us of diaspora, hybridity, and the thirdspaces that arise post-colonially in a globalised world. The effect of these processes on ideas of culture, identity and place, the local and the global are all engaged and enhanced by complexity theories that present ideas of emergence. Urry argues that complexity breaks down any connection between cause and effect. It tells us of the unknowability of things, and so indicates that what we can map or frame within a research project or paper is always incomplete. It opens a space for wonder, for possibility, for change. It breaks down certainty and the idea that there is a process or reality that can be made known through social inquiry. Adopting this approach may seem like an abdication, suggesting a level of futility to research, a giving up or giving in. However, it can instead inspires us to look beyond what we assume is true or the obvious effect from a particular cause, to explore the complexity of the processes through which things come into being. It is this idea that I have attempted to gesture towards in considering the places, people, time and multiple other entities have assembled in the creation of a single piece of graffiti art. It is to say that the greatest value of complexity theory to social science research is perhaps not that it provides answers but that it gestures to (multiple) beginnings. Acknowledgments I would like to thank Jayde Cahir and my two anonymous reviewers for their constructive comments on earlier drafts of this article. I would also like to thank the Centre for Cultural Research, University of Western Sydney, for providing the funding to attend the American Association of Geographers Annual Conference in San Francisco. References Anderson, Kay. “Introduction.” Cultural Geographies. Eds. Kay Anderson and Fay Gale. 2nd ed. Australia: Addision Wesley Longman, 1999. 1-21. Anderson, Kay, et al. “A Rough Guide.” Handbook of Cultural Geography. Eds. Kay Anderson et al. London: Sage, 2003. 1-35. Anderson, Kay, and Fay Gale, eds. Inventing Places: Studies in Cultural Geography. Melbourne: Longman Cheshire, 1992. Ang, Ien. On Not Speaking Chinese: Living between Asia and the West. New York: Routledge, 2001. ———. “The Predicament of Diversity: Multiculturalism in Practice at the Art Museum.” ethnicities 5.3 (2005): 305-20. Appadurai, Arjun. Modernity at Large: Cultural Dimensions of Globalisation. Public Worlds, Volume 1. Minneapolis: U of Minnesota P, 1996. Bhabha, Homi. The Location of Culture. Routledge, 2004. Castells, Manuel. The Rise of the Network Society. 2nd ed. Oxford: Blackwell, 2000. Chambers, Iain. Migrancy, Culture and Identity. London: Routledge, 1994. Couldry, Nick. Inside Culture: Re-Imagining the Method of Cultural Studies. London: Sage, 2000. Crang, Mike. “Qualitative Methods: The New Orthodoxy?” Progress in Human Geography 26.2 (2002): 647-55. ———. “Qualitative Methods: There Is Nothing outside the Text?” Progress in Human Geography 29.2 (2005): 225-33. DeLanda, Manuel. A New Philosophy of Society: Assemblage Theory and Social Complexity. London and New York: Continuum, 2006. Dwyer, Claire, and Melanie Limb. “Introduction: Doing Qualitative Research in Geography.” Qualitative Methodologies for Geographers: Issues and Debates. Eds. Claire Dwyer and Melanie Limb. London: Arnold, 2001. 1-22. Lorimer, Hayden. “Cultural Geography: The Busyness of Being ‘More-than-Representational’.” Progress in Human Geography 29.1 (2005): 83-94. Manson, Steven M. “Simplifying Complexity: A Review of Complexity Theory.” Geoforum 32 (2001): 405-14. Nowotny, Helga. “The Increase of Complexity and Its Reduction: Emergent Interfaces between the Natural Sciences, Humanities and Social Sciences.” Theory, Culture and Society 22.5 (2005): 15-31. Thrift, Nigel. “The Place of Complexity.” Theory, Culture and Society 16.3 (1999): 31-69. Urry, John. “The Complexities of the Global.” Theory, Culture and Society 22.5 (2005): 235-54. ———. Global Complexity. Oxford: Polity, 2003. Williams, Raymond. Culture. Glasgow: Fontanta Paperbacks, 1981. Citation reference for this article MLA Style James, Sarah. "Culture and Complexity: Graffiti on a San Francisco Streetscape." M/C Journal 10.3 (2007). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0706/07-james.php>. APA Style James, S. (Jun. 2007) "Culture and Complexity: Graffiti on a San Francisco Streetscape," M/C Journal, 10(3). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0706/07-james.php>.

This paper seeks to explore environmental, social and governance issues arising from investment in special economic zones (SEZs) in the mainland Southeast Asian region through a mixture of thick analytical description and multiple case study approach. All the states studied here have embraced the SEZ approach as it offers rapid economic development without any implications for the political settlement, which is considered beneficial by current administrations. Particular emphasis is placed on environmental, social and governance issues in the region covered and some complex issues that have emerged. It is shown that the situation is complex and continually evolving and that there are limited constraints on the actions of corporations. Consequently, there is an opportunity for investors to set precedents and protocols on a progressive basis. 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What is the countercultural potential of citizen science? As a participant in the wider citizen science movement, I can attest that contemporary citizen science initiatives rarely characterise themselves as countercultural. Rather, the goal of most citizen science projects is to be seen as producing orthodox scientific knowledge: the ethos is respectability rather than rebellion (NERC). I will suggest instead that there are resonances with the counterculture that emerged in the 1960s, most visibly through an emphasis on participatory experimentation and the principles of environmental sustainability and social justice. This will be illustrated by example, through two citizen science projects that have a commitment to combining social values with scientific practice. I will then describe the explicitly countercultural organisation, Science for the People, which arose from within the scientific community itself, out of opposition to the Vietnam War. Methodological and conceptual weaknesses in the authoritative model of science are explored, suggesting that there is an opportunity for citizen science to become anti-hegemonic by challenging the hegemony of science itself. This reformulation will be expressed through Deleuze and Guattari's notion of nomadic science, the means through which citizen science could become countercultural. Counterculture Before examining the countercultural potential of citizen science, I set out some of the grounds for identifying a counterculture drawing on the ideas of Theodore Roszak, who invented the term counterculture to describe the new forms of youth movements that emerged in the 1960s (Roszak). This was a perspective that allowed the carnivalesque procession of beatniks, hippies and the New Left to be seen as a single paradigm shift combining psychic and social revolution. But just as striking and more often forgotten is the way Roszak characterised the role of the counterculture as mobilising a vital critique of the scientific worldview (Roszak 273-274). The concept of counterculture has been taken up in diverse ways since its original formation. We can draw, for example, on Lawrence Grossberg's more contemporary analysis of counterculture (Grossberg) to clarify the main concepts and contrast them with a scientific approach. Firstly, a counterculture works on and through cultural formations. This positions it as something the scientific community would see as the other, as the opposite to the objective, repeatable and quantitative truth-seeking of science. Secondly, a counterculture is a diverse and hybrid space without a unitary identity. Again, scientists would often see science as a singular activity applied in modulated forms depending on the context, although in practice the different sciences can experience each other as different tribes. Thirdly, a counterculture is lived as a transformative experience where the participant is fundamentally changed at a psychic level through participation in unique events. Contrast this with the scientific idea of the separation of observer and observed, and the objective repeatability of the experiment irrespective of the experimenter. Fourthly, a counterculture is associated with a unique moment in time, a point of shift from the old to the new. For the counterculture of the 1960s this was the Age of Aquarius. In general, the aim of science and scientists is to contribute to a form of truth that is essentially timeless, in that a physical law is assumed to hold across all time (and space), although science also has moments of radical change with regard to scientific paradigms. Finally, and significantly for the conclusions of this paper, according to Roszak a counterculture stands against the mainstream. It offers a challenge not at the level of detail but, to the fundamental assumptions of the status quo. This is what “science” cannot do, in as much as science itself has become the mainstream. It was the character of science as the bedrock of all values that Roszak himself opposed and for which he named and welcomed the counterculture. Although critical of some of the more shallow aspects of its psychedelic experimentation or political militancy, he shared its criticism of the technocratic society (the technocracy) and the egocentric mode of consciousness. His hope was that the counterculture could help restore a visionary imagination along with a more human sense of community. What Is Citizen Science? In recent years the concept of citizen science has grown massively in popularity, but is still an open and unstable term with many variants. Current moves towards institutionalisation (Citizen Science Association) are attempting to marry growth and stabilisation, with the first Annual General Meeting of the European Citizen Science Association securing a tentative agreement on the common principles of citizen science (Haklay, "European"). Key papers and presentations in the mainstream of the movement emphasise that citizen science is not a new activity (Bonney et al.) with much being made of the fact that the National Audubon Society started its annual Christmas Bird Count in 1900 (National Audubon Society). However, this elides the key role of the Internet in the current surge, which takes two distinct forms; the organisation of distributed fieldwork, and the online crowdsourcing of data analysis. To scientists, the appeal of citizen science fieldwork follows from its distributed character; they can research patterns over large scales and across latitudes in ways that would be impossible for a researcher at a single study site (Toomey). Gathering together the volunteer, observations are made possible by an infrastructure of web tools. The role of the citizen in this is to be a careful observer; the eyes and ears of the scientist in cyberspace. In online crowdsourcing, the internet is used to present pattern recognition tasks; enrolling users in searching images for signs of new planets or the jets of material from black holes. The growth of science crowdsourcing is exponential; one of the largest sites facilitating this kind of citizen science now has well in excess of a million registered users (Zooniverse). Such is the force of the technological aura around crowdsourced science that mainstream publications often conflate it with the whole of citizen science (Parr). There are projects within citizen science which share core values with the counterculture as originally defined by Roszak, in particular open participation and social justice. These projects also show characteristics from Grossberg's analysis of counterculture; they are diverse and hybrid spaces, carry a sense of moving from an old era to a new one, and have cultural forms of their own. They open up the full range of the scientific method to participation, including problem definition, research design, analysis and action. Citizen science projects that aim for participation in all these areas include the Extreme Citizen Science research group (ExCiteS) at University College London (UCL), the associated social enterprise Mapping for Change (Mapping for Change), and the Public Laboratory for Open Technology and Science (Public Lab). ExCiteS sees its version of citizen science as "a situated, bottom-up practice" that "takes into account local needs, practices and culture". Public Lab, meanwhile, argue that many citizen science projects only offer non-scientists token forms of participation in scientific inquiry that rarely amount to more that data collection and record keeping. They counter this through an open process which tries to involve communities all the way from framing the research questions, to prototyping tools, to collating and interpreting the measurements. ExCiteS and Public Lab also share an implicit commitment to social justice through scientific activity. The Public Lab mission is to "put scientific inquiry at the heart of civic life" and the UCL research group strive for "new devices and knowledge creation processes that can transform the world". All of their work is framed by environmental sustainability and care for the planet, whether it's enabling environmental monitoring by indigenous communities in the Congo (ExCiteS) or developing do-it-yourself spectrometry kits to detect crude oil pollution (Public Lab, "Homebrew"). Having provided a case for elements of countercultural DNA being present in bottom-up and problem-driven citizen science, we can contrast this with Science for the People, a scientific movement that was born out of the counterculture. Countercultural Science from the 1970s: Science for the People Science for the People (SftP) was a scientific movement seeded by a rebellion of young physicists against the role of US science in the Vietnam War. Young members of the American Physical Society (APS) lobbied for it to take a position against the war but were heavily criticised by other members, whose written complaints in the communications of the APS focused on the importance of scientific neutrality and the need to maintain the association's purely scientific nature rather than allowing science to become contaminated by politics (Sarah Bridger, in Plenary 2, 0:46 to 1:04). The counter-narrative from the dissidents argued that science is not neutral, invoking the example of Nazi science as a justification for taking a stand. After losing the internal vote the young radicals left to form Scientists and Engineers for Social and Political Action (SESPA), which later became Science for the People (SftP). As well as opposition to the Vietnam War, SftP embodied from the start other key themes of the counterculture, such as civil rights and feminism. For example, the first edition of Science for the People magazine (appearing as Vol. 2, No. 2 of the SESPA Newsletter) included an article about leading Black Panther, Bobby Seale, alongside a piece entitled “Women Demand Equality in Science.” The final articles in the same issue are indicators of SftP's dual approach to science and change; both the radicalisation of professionals (“Computer Professionals for Peace”) and the demystification of technical practices (“Statistics for the People”) (Science for the People). Science for the People was by no means just a magazine. For example, their technical assistance programme provided practical support to street health clinics run by the Black Panthers, and brought SftP under FBI surveillance (Herb Fox, in Plenary 1, 0:25 to 0:35). Both as a magazine and as a movement, SftP showed a tenacious longevity, with the publication being produced every two months between August 1970 and May/June 1989. It mutated through a network of affiliated local groups and international links, and was deeply involved in constructing early critiques of nuclear power and genetic determinism. SftP itself seems to have had a consistent commitment to non-hierarchical processes and, as one of the founders expressed it, a “shit kicking” approach to putting its principles in to practice (Al Weinrub, in Plenary 1, 0:25 to 0:35). SftP criticised power, front and centre. It is this opposition to hegemony that puts the “counter” into counterculture, and is missing from citizen science as currently practised. Cracks in the authority of orthodox science, which can be traced to both methodologies and basic concepts, follow in this paper. These can be seen as an opportunity for citizen science to directly challenge orthodox science and thus establish an anti-hegemonic stance of its own. Weaknesses of Scientific Hegemony In this section I argue that the weaknesses of scientific hegemony are in proportion to its claims to authority (Feyerabend). Through my scientific training as an experimental particle physicist I have participated in many discussions about the ontological and epistemological grounds for scientific authority. While most scientists choose to present their practice publicly as an infallible machine for the production of truths, the opinions behind the curtain are far more mixed. Physicist Lee Somolin has written a devastating critique of science-in-practice that focuses on the capture of the institutional economy of science by an ideological grouping of string theorists (Smolin), and his account is replete with questions about science itself and ethnographic details that bring to life the messy behind-the-scenes conflicts in scientific-knowledge making. Knowledge of this messiness has prompted some citizen science advocates to take science to task, for example for demanding higher standards in data consistency from citizen science than is often the case in orthodox science (Haklay, "Assertions"; Freitag, "Good Science"). Scientists will also and invariably refer to reproducibility as the basis for the authority of scientific truths. The principle that the same experiments always get the same results, irrespective of who is doing the experiment, and as long as they follow the same method, is a foundation of scientific objectivity. However, a 2012 study of landmark results in cancer science was able to reproduce only 11 per cent of the original findings (Begley and Ellis). While this may be an outlier case, there are broader issues with statistics and falsification, a bias on positive results, weaknesses in peer review and the “publish or perish” academic culture (The Economist). While the pressures are all-too-human, the resulting distortions are rarely acknowledged in public by scientists themselves. On the other hand, citizen science has been slow to pick up the gauntlet. For example, while some scientists involved in citizen science have commented on the inequality and inappropriateness of orthodox peer review for citizen science papers (Freitag, “What Is the Role”) there has been no direct challenge to any significant part of the scientific edifice. I argue that the nearest thing to a real challenge to orthodox science is the proposal for a post-normal science, which pre-dates the current wave of citizen science. Post-normal science tries to accommodate the philosophical implications of post-structuralism and at the same time position science to tackle problems such as climate change, intractable to reproducibility (Funtowicz and Ravetz). It accomplishes this by extending the domains in which science can provide meaningful answers to include issues such as global warming, which involve high decision stakes and high uncertainty. It extends traditional peer review into an extended peer community, which includes all the stakeholders in an issue, and may involve active research as well as quality assessment. The idea of extended peer review has obvious overlaps with community-oriented citizen science, but has yet to be widely mobilised as a theoretical buttress for citizen-led science. Prior even to post-normal science are the potential cracks in the core philosophy of science. In her book Cosmopolitics, Isabelle Stengers characterises the essential nature of scientific truth as the ability to disqualify and exclude other truth claims. This, she asserts, is the hegemony of physics and its singular claim to decide what is real and what is true. Stengers traces this, in part, to the confrontation more than one hundred years ago between Max Planck and Ernst Mach, whereas the latter argued that claims to an absolute truth should be replaced by formulations that tied physical laws to the human practices that produced them. Planck stood firmly for knowledge forms that were unbounded by time, space or specific social-material procedures (Stengers). Although contemporary understandings of science are based on Planck's version, citizen science has the potential to re-open these questions in a productive manner for its own practices, if it can re-conceive of itself as what Deleuze and Guattari would call nomadic science (Deleuze; Deleuze & Guattari). Citizen Science as Nomadic Science Deleuze and Guattari referred to orthodox science as Royal Science or Striated Science, referring in part to its state-like form of authority and practice, as well as its psycho-social character. Their alternative is a smooth or nomadic science that, importantly for citizen science, does not have the ambition to totalise knowledge. Nomadic science is a form of empirical investigation that has no need to be hooked up to a grand narrative. The concept of nomadic science is a natural fit for bottom-up citizen science because it can valorise truths that are non-dual and that go beyond objectivity to include the experiential. In this sense it is like the extended peer review of post-normal science but without the need to be limited to high-risk high-stakes questions. As there is no a priori problem with provisional knowledges, it naturally inclines towards the local, the situated and the culturally reflective. The apparent unreliability of citizen science in terms of participants and tools, which is solely a source of anxiety, can become heuristic for nomadic science when re-cast through the forgotten alternatives like Mach's formulation; that truths are never separated from the specifics of the context and process that produced them (Stengers 6-18; 223). Nomadic science, I believe, will start to emerge through projects that are prepared to tackle toxic epistemology as much as toxic pollutants. For example, the Community Based Auditing (CBA) developed by environmental activists in Tasmania (Tattersall) challenges local alliances of state and extractive industries by undermining their own truth claims with regards to environmental impact, a process described in the CBA Toolbox as disconfirmation. In CBA, this mixture of post-normal science and Stenger's critique is combined with forms of data collection and analysis known as Community Based Sampling (Tattersall et al.), which would be recognisable to any citizen science project. The change from citizen science to nomadic science is not a total rupture but a shift in the starting point: it is based on an overt critique of power. One way to bring this about is being tested in the “Kosovo Science for Change” project (Science for Change Kosovo), where I am a researcher and where we have adopted the critical pedagogy of Paulo Freire as the starting point for our empirical investigations (Freire). Critical pedagogy is learning as the co-operative activity of understanding—how our lived experience is constructed by power, and how to make a difference in the world. Taking a position such as nomadic science, openly critical of Royal Science, is the anti-hegemonic stance that could qualify citizen science as properly countercultural. Citizen Science and Counterculture Counterculture, as I have expressed it, stands against or rejects the hegemonic culture. However, there is a strong tendency in contemporary social movements to take a stance not only against the dominant structures but against hegemony itself. They contest what Richard Day calls the hegemony of hegemony (Day). I witnessed this during the counter-G8 mobilisation of 2001. Having been an activist in the 1980s and 1990s I was wearily familiar with the sectarian competitiveness of various radical narratives, each seeking to establish itself as the correct path. So it was a strongly affective experience to stand in the convergence centre and listen to so many divergent social groups and movements agree to support each other's tactics, expressing a solidarity based on a non-judgemental pluralism. Since then we have seen the emergence of similarly anti-hegemonic countercultures around the Occupy and Anonymous movements. It is in this context of counterculture that I will try to summarise and evaluate the countercultural potential of citizen science and what being countercultural might offer to citizen science itself. To be countercultural it is not enough for citizen science to counterpose participation against the institutional and hierarchical aspects of professional science. As an activity defined purely by engagement it offers to plug the legitimacy gap for science while still being wholly dependent on it. A countercultural citizen science must pose a strong challenge to the status quo, and I have suggested that a route to this would be to develop as nomadic science. This does not mean replacing or overthrowing science but constructing an other to science with its own claim to empirical methods. It is fair to ask what this would offer citizen science that it does not already have. At an abstract level it would gain a freedom of movement; an ability to occupy Deleuzian smooth spaces rather than be constrained by the striation of established science. The founders of Science for the People are clear that it could never have existed if it had not been able to draw on the mass movements of its time. Being countercultural would give citizen science an affinity with the bottom-up, local and community-based issues where empirical methods are likely to have the most social impact. One of many examples is the movement against fracking (the hydraulic fracturing of deep rock formations to release shale gas). Together, these benefits of being countercultural open up the possibility for forms of citizen science to spread rhizomatically in a way that is not about immaterial virtual labour but is itself part of a wider cultural change. 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IntroductionThe debate about the responsibility of museums to respect Indigenous peoples’ rights (Kelly and Gordon; Butts) has caught our attention on the basis of our previous research experience with regard to the protection of the tangible and intangible heritage of the San (former hunter gatherers) in Southern Africa (Martin and Vermeylen; Vermeylen, Contextualising; Vermeylen, Life Force; Vermeylen et al.; Vermeylen, Land Rights). This paper contributes to the critical debate about curatorial practices and the recovery of Indigenous peoples’ cultural practices and explores how museums can be transformed into cultural centres that “decolonise” their objects while simultaneously providing social agency to marginalised groups such as the San. Indigenous MuseumTraditional methods of displaying Indigenous heritage are now regarded with deep suspicion and resentment by Indigenous peoples (Simpson). A number of related issues such as the appropriation, ownership and repatriation of culture together with the treatment of sensitive and sacred materials and the stereotyping of Indigenous peoples’ identity (Carter; Simpson) have been identified as the main problems in the debate about museum curatorship and Indigenous heritage. The poignant question remains whether the concept of a classical museum—in the sense of how it continues to classify, value and display non-Western artworks—will ever be able to provide agency to Indigenous peoples as long as “their lives are reduced to an abstract set of largely arbitrary material items displayed without much sense of meaning” (Stanley 3). Indeed, as Salvador has argued, no matter how much Indigenous peoples have been involved in the planning and implementation of an exhibition, some issues remain problematic. First, there is the problem of representation: who speaks for the group; who should make decisions and under what circumstances; when is it acceptable for “outsiders” to be involved? Furthermore, Salvador raises another area of contestation and that is the issue of intention. As we agree with Salvador, no matter how good the intention to include Indigenous peoples in the curatorial practices, the fact that Indigenous peoples may have a (political) perspective about the exhibition that differs from the ideological foundation of the museum enterprise, is, indeed, a challenge that must not be overlooked in the discussion of the inclusive museum. This relates to, arguably, one of the most important challenges in respect to the concept of an Indigenous museum: how to present the past and present without creating an essentialising “Other”? As Stanley summarises, the modernising agenda of the museum, including those museums that claim to be Indigenous museums, continues to be heavily embedded in the belief that traditional cultural beliefs, practices and material manifestations must be saved. In other words, exhibitions focusing on Indigenous peoples fail to show them as dynamic, living cultures (Simpson). This raises the issue that museums recreate the past (Sepúlveda dos Santos) while Indigenous peoples’ interests can be best described “in terms of contemporaneity” (Bolton qtd. in Stanley 7). According to Bolton, Indigenous peoples’ interest in museums can be best understood in terms of using these (historical) collections and institutions to address contemporary issues. Or, as Sepúlveda dos Santos argues, in order for museums to be a true place of memory—or indeed a true place of recovery—it is important that the museum makes the link between the past and contemporary issues or to use its objects in such a way that these objects emphasize “the persistence of lived experiences transmitted through generations” (29). Under pressure from Indigenous rights movements, the major aim of some museums is now reconciliation with Indigenous peoples which, ultimately, should result in the return of the cultural objects to the originators of these objects (Kelly and Gordon). Using the Native American Graves Protection and Repatriation Act of 1990 (NAGPRA) as an illustration, we argue that the whole debate of returning or recovering Indigenous peoples’ cultural objects to the original source is still embedded in a discourse that emphasises the mummified aspect of these materials. As Harding argues, NAGPRA is provoking an image of “native Americans as mere passive recipients of their cultural identity, beholden to their ancestors and the museum community for the re-creation of their cultures” (137) when it defines cultural patrimony as objects having ongoing historical, traditional or cultural importance, central to the Native American group or culture itself. According to Harding (2005) NAGPRA’s dominating narrative focuses on the loss, alienation and cultural genocide of the objects as long as these are not returned to their originators. The recovery or the return of the objects to their “original” culture has been applauded as one of the most liberating and emancipatory events in recent years for Indigenous peoples. However, as we have argued elsewhere, the process of recovery needs to do more than just smother the object in its past; recovery can only happen when heritage or tradition is connected to the experience of everyday life. One way of achieving this is to move away from the objectification of Indigenous peoples’ cultures. ObjectificationIn our exploratory enquiry about new museum practices our attention was drawn to a recent debate about ownership and personhood within the context of museology (Busse; Baker; Herle; Bell; Geismar). Busse, in particular, makes the point that in order to reformulate curatorial practices it is important to redefine the concept and meaning of objects. While the above authors do not question the importance of the objects, they all argue that the real importance does not lie in the objects themselves but in the way these objects embody the physical manifestation of social relations. The whole idea that objects matter because they have agency and efficacy, and as such become a kind of person, draws upon recent anthropological theorising by Gell and Strathern. Furthermore, we have not only been inspired by Gell’s and Strathern’s approaches that suggests that objects are social persons, we have also been influenced by Appadurai’s and Kopytoff’s defining of objects as biographical agents and therefore valued because of the associations they have acquired throughout time. We argue that by framing objects in a social network throughout its lifecycle we can avoid the recurrent pitfalls of essentialising objects in terms of their “primitive” or “traditional” (aesthetic) qualities and mystifying the identity of Indigenous peoples as “noble savages.” Focusing more on the social network that surrounds a particular object opens up new avenues of enquiry as to how, and to what extent, museums can become more inclusive vis-à-vis Indigenous peoples. It allows moving beyond the current discourse that approaches the history of the (ethnographic) museum from only one dominant perspective. By tracing an artwork throughout its lifecycle a new metaphor can be discovered; one that shows that Indigenous peoples have not always been victims, but maybe more importantly it allows us to show a more complex narrative of the object itself. It gives us the space to counterweight some of the discourses that have steeped Indigenous artworks in a “postcolonial” framework of sacredness and mythical meaning. This is not to argue that it is not important to be reminded of the dangers of appropriating other cultures’ heritage, but we would argue that it is equally important to show that approaching a story from a one-sided perspective will create a dualism (Bush) and reducing the differences between different cultures to a dualistic opposition fails to recognise the fundamental areas of agency (Morphy). In order for museums to enliven and engage with objects, they must become institutions that emphasise a relational approach towards displaying and curating objects. In the next part of this paper we will explore to what extent an online museum could progressively facilitate the process of providing agency to the social relations that link objects, persons, environments and memories. As Solanilla argues, what has been described as cybermuseology may further transform the museum landscape and provide an opportunity to challenge some of the problems identified above (e.g. essentialising practices). Or to quote the museologist Langlais: “The communication and interaction possibilities offered by the Web to layer information and to allow exploration of multiple meanings are only starting to be exploited. In this context, cybermuseology is known as a practice that is knowledge-driven rather than object-driven, and its main goal is to disseminate knowledge using the interaction possibilities of Information Communication Technologies” (Langlais qtd. in Solanilla 108). One thing which shows promise and merits further exploration is the idea of transforming the act of exhibiting ethnographic objects accompanied by texts and graphics into an act of cyber discourse that allows Indigenous peoples through their own voices and gestures to involve us in their own history. This is particularly the case since Indigenous peoples are using technologies, such as the Internet, as a new medium through which they can recuperate their histories, land rights, knowledge and cultural heritage (Zimmerman et al.). As such, new technology has played a significant role in the contestation and formation of Indigenous peoples’ current identity by creating new social and political spaces through visual and narrative cultural praxis (Ginsburg).Online MuseumsIt has been acknowledged for some time that a presence on the Web might mitigate the effects of what has been described as the “unassailable voice” in the recovery process undertaken by museums (Walsh 77). However, a museum’s online engagement with an Indigenous culture may have significance beyond undercutting the univocal authority of a museum. In the case of the South African National Gallery it was charged with challenging the extent to which it represents entrenched but unacceptable political ideologies. Online museums may provide opportunities in the conservation and dissemination of “life stories” that give an account of an Indigenous culture as it is experienced (Solanilla 105). We argue that in engaging with Indigenous cultural heritage a distinction needs to be drawn between data and the cognitive capacity to learn, “which enables us to extrapolate and learn new knowledge” (Langlois 74). The problem is that access to data about an Indigenous culture does not necessarily lead to an understanding of its knowledge. It has been argued that cybermuseology loses the essential interpersonal element that needs to be present if intangible heritage is understood as “the process of making sense that is generally transmitted orally and through face-to-face experience” (Langlois 78). We agree that the online museum does not enable a reality to be reproduced (Langlois 78).This does not mean that cybermuseology should be dismissed. Instead it provides the opportunity to construct a valuable, but completely new, experience of cultural knowledge (Langlois 78). The technology employed in cybermuseology provides the means by which control over meaning may, at least to some extent, be dispersed (Langlois 78). In this way online museums provide the opportunity for Indigenous peoples to challenge being subjected to manipulation by one authoritative museological voice. One of the ways this may be achieved is through interactivity by enabling the use of social tagging and folksonomy (Solanilla 110; Trant 2). In these processes keywords (tags) are supplied and shared by visitors as a means of accessing museum content. These tags in turn give rise to a classification system (folksonomy). In the context of an online museum engaging with an Indigenous culture we have reservations about the undifferentiated interactivity on the part of all visitors. This issue may be investigated further by examining how interactivity relates to communication. Arguably, an online museum is engaged in communicating Indigenous cultural heritage because it helps to keep it alive and pass it on to others (Langlois 77). However, enabling all visitors to structure online access to that culture may be detrimental to the communication of knowledge that might otherwise occur. The narratives by which Indigenous cultures, rather than visitors, order access to information about their cultures may lead to the communication of important knowledge. An illustration of the potential of this approach is the work Sharon Daniel has been involved with, which enables communities to “produce knowledge and interpret their own experience using media and information technologies” (Daniel, Palabras) partly by means of generating folksonomies. One way in which such issues may be engaged with in the context of online museums is through the argument that database and narrative in such new media objects are opposed to each other (Manovich, New Media 225). A new media work such as an online museum may be understood to be comprised of a database and an interface to that database. A visitor to an online museum may only move through the content of the database by following those paths that have been enabled by those who created the museum (Manovich, New Media 227). In short it is by means of the interface provided to the viewer that the content of the database is structured into a narrative (Manovich, New Media: 226). It is possible to understand online museums as constructions in which narrative and database aspects are emphasized to varying degrees for users. There are a variety of museum projects in which the importance of the interface in creating a narrative interface has been acknowledged. Goldblum et al. describe three examples of websites in which interfaces may be understood as, and explicitly designed for, carrying meaning as well as enabling interactivity: Life after the Holocaust; Ripples of Genocide; and Yearbook 2006.As with these examples, we suggest that it is important there be an explicit engagement with the significance of interface(s) for online museums about Indigenous peoples. The means by which visitors access content is important not only for the way in which visitors interact with material, but also as to what is communicated about, culture. It has been suggested that the curator’s role should be moved away from expertly representing knowledge toward that of assisting people outside the museum to make “authored statements” within it (Bennett 11). In this regard it seems to us that involvement of Indigenous peoples with the construction of the interface(s) to online museums is of considerable significance. Pieterse suggests that ethnographic museums should be guided by a process of self-representation by the “others” portrayed (Pieterse 133). Moreover it should not be forgotten that, because of the separation of content and interface, it is possible to have access to a database of material through more than one interface (Manovich, New Media 226-7). Online museums provide a means by which the artificial homogenization of Indigenous peoples may be challenged.We regard an important potential benefit of an online museum as the replacement of accessing material through the “unassailable voice” with the multiplicity of Indigenous voices. A number of ways to do this are suggested by a variety of new media artworks, including those that employ a database to rearrange information to reveal underlying cultural positions (Paul 100). Paul discusses the work of, amongst others, George Legrady. She describes how it engages with the archive and database as sites that record culture (104-6). Paul specifically discusses Legrady’s work Slippery Traces. This involved viewers navigating through more than 240 postcards. Viewers of work were invited to “first chose one of three quotes appearing on the screen, each of which embodies a different perspective—anthropological, colonialist, or media theory—and thus provides an interpretive angle for the experience of the projects” (104-5). In the same way visitors to an online museum could be provided with a choice of possible Indigenous voices by which its collection might be experienced. We are specifically interested in the implications that such approaches have for the way in which online museums could engage with film. Inspired by Basu’s work on reframing ethnographic film, we see the online museum as providing the possibility of a platform to experiment with new media art in order to expose the meta-narrative(s) about the politics of film making. As Basu argues, in order to provoke a feeling of involvement with the viewer, it is important that the viewer becomes aware “of the plurality of alternative readings/navigations that they might have made” (105). As Weinbren has observed, where a fixed narrative pathway has been constructed by a film, digital technology provides a particularly effective means to challenge it. It would be possible to reveal the way in which dominant political interests regarding Indigenous cultures have been asserted, such as for example in the popular film The Gods Must Be Crazy. New media art once again provides some interesting examples of the way ideology, that might otherwise remain unclear, may be exposed. Paul describes the example of Jennifer and Kevin McCoy’s project How I learned. The work restructures a television series Kung Fu by employing “categories such as ‘how I learned about blocking punches,’ ‘how I learned about exploiting workers,’ or ‘how I learned to love the land’” (Paul 103) to reveal in greater clarity, than otherwise might be possible, the cultural stereotypes used in the visual narratives of the program (Paul 102-4). We suggest that such examples suggest the ways in which online museums could work to reveal and explore the existence not only of meta-narratives expressed by museums as a whole, but also the means by which they are realised within existing items held in museum collections.ConclusionWe argue that the agency for such reflective moments between the San, who have been repeatedly misrepresented or underrepresented in exhibitions and films, and multiple audiences, may be enabled through the generation of multiple narratives within online museums. We would like to make the point that, first and foremost, the theory of representation must be fully understood and acknowledged in order to determine whether, and how, modes of online curating are censorious. As such we see online museums having the potential to play a significant role in illuminating for both the San and multiple audiences the way that any form of representation or displaying restricts the meanings that may be recovered about Indigenous peoples. ReferencesAppadurai, Arjun. The Social Life of Things: Commodities in Cultural Perspective. Cambridge: Harvard UP, 1986. Bal, Mieke. “Exhibition as Film.” Exhibition Experiments. Ed. Sharon Macdonald and Paul Basu. Malden: Blackwell Publishing 2007. 71-93. Basu, Paul. “Reframing Ethnographic Film.” Rethinking Documentary. Eds. Thomas Austin and Wilma de Jong. Maidenhead: Open U P, 2008. 94-106.Barringer, Tim, and Tom Flynn. Colonialism and the Object: Empire, Material Culture and the Museum. London: Routledge, 1998. 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Re-Framing Participation in the Architecture Studio Recently, within design literature, significant attention has been given to collaboration across different disciplines (see for instance, Nicolini et al.; Carlile), as well as consideration of the breakdown of traditional disciplinarity and the corresponding involvement of users in co-generation (Sanders and Stappers, “Co-Creation” 11–12) through the development and deployment of structured methods and toolkits (Sanders et al., “Framework”; Sanders and Stappers, “Probes”). Relatively less attention has been paid to the workings of the “communities of practice” (Wenger) operating within the disciplinary domain of architecture. The discourse around concept design in architecture has tended to emphasise individualist approaches driven by personal philosophies, inspirations, imitation of a more experienced designer, and emphasis on latent talent or genius (for instance, Moneo). This can be problematic because without a shared language and methods there are limited opportunities for making meaning to facilitate participation between collaborators in architectural studio settings. It is worth asking then: are there things that “Architecture” might learn from “Design” about the deployment of structured methods, and might this interdisciplinary exchange promote participatory practices in studio-based cultures? We address this question by connecting and building on two important concepts relevant to design methods, meta-design as described in the open design literature (De Mul 36–37), and design frames as described by Schön and formalised by Dorst (‘Core’; Frame; see also Weedon). Through this combination, we propose a theory of participation by making shared meaning in architectural design. We animate our theoretical contribution through a design toolkit we have developed, refined, and applied over several years in typologically focused architectural design studios in Australian university contexts. One important contribution, we argue, is to the area of design theory-building, by taking two previously unrelated concepts from the design methods literature. We draw them together using an example from our own design practices to articulate a new term and concept for making shared meaning in design. The other contribution made is to the translation of this concept into the context of studio-based architectural practice, a setting that has traditionally struggled to accept structured methods. The existence of other form-metaphor design tools available for architecture and the theoretical basis of their development and connection to design literature more broadly has not always been clearly articulated (see for example Di Mari and Yoo; Lewis et al.). The rationale for giving an account of the construction and deployment of our own toolkit is to illustrate its theoretical contribution while providing the basis for future field testing and translation (including by other researchers), noting the established trajectory of this kind of work in the design literature (see, for example, Hoolohan and Browne; Visser et al.; Vaajakallio and Mattelmäki; Sanders and Stappers, “Co-Creation” and ”Probes”). In line with this issue’s thematic and epistemological agenda, we adopt what Cross identifies as “designerly ways of knowing” (223), and is at least partly a reflection on a practice in which we engage with our own disciplines and research interests to propose and deploy design thinking as a kind of critical “reflection-in-action” (Robertson and Simonsen 2). Meta-Framing: Combining Meta-Design and Framing Meta-design is a term used in open design literature to describe approaches aimed toward orchestration of a project in such a way that people are afforded the agency to become effective co-designers, regardless of their pre-existing skills or design-specific knowledge (De Mul 36). According to a meta-design approach, design is conceived of as a shared project of mutual learning instead of an individualistic expression of singular genius. Through the establishment of shared protocols and formats, what Ehn (1) calls “infrastructuring”, individuals with even very limited design experience are provided scaffolds that enable them to participate in a design project. One important way in which meta-design helps “create a pathway through a design space” is through the careful selection and adoption of shared guiding metaphors that provide common meanings between co-designers (De Mul 36). The usefulness of metaphors is also recognised in the context of design frames, the second concept on which we build our theory. Conceptualised as “cognitive shortcuts” for making “sense of complex situations” (Haase and Laursen 21), design frames were first conceived of by Schön (132) as a rational approach to design, one guided by “epistemological norms”. Frames have subsequently been further developed within the design methods literature and are defined as a system of counterfactual design decision-making that uses metaphors to provide a rationale for negotiating ill-structured problems. According to Dorst, frames involve: the creation of a (novel) standpoint from which a problematic situation can be tackled … . Although frames are often paraphrased by a simple metaphor, they are in fact very complex sets of statements that include the specific perception of a problem situation, the (implicit) adoption of certain concepts to describe the situation, a ‘working principle’ that underpins a solution and the key thesis: IF we look at the problem situation from this viewpoint, and adopt the working principle associated with that position, THEN we will create the value we are striving for. (525) Despite Schön choosing to illustrate his original conception of framing through the example of a student’s architectural design project, there has been limited subsequent consideration of framing in architectural studio contexts—an exception being Eissa in 2019. This may be because formalised design methods have tended to be treated with suspicion within architectural culture. For instance, Christopher Alexander’s Pattern Language is one such “highly systemised design process” (Dawes and Ostwald 10) that despite its potential to guide participatory design has had an “uneven reception” (Bhatt 716) within architecture itself. One way architecture as a disciplinary domain and as a profession has attempted to engage with design method is through typology, which is one of the few persistent and recurring notions in architectural discourse (Bandini; Grover et al.). As a system of classification, typology categorises “forms and functions as simply and unequivocally as possible” (Oechslin 37). In addition to being used as a classification system, typology has also been positioned as “a process as much as an object”, one with the potential for an “active role in the process of design” (Lathouri 25). Type and typology have been conceptualised as a particular way of projecting architecture’s “disciplinary agency” (Jacoby 936), and this goes some way to explaining their enduring value. A potentially valid criticism of framing is that it can tend toward “design fixation”, when a pre-existing assumption “inadvertently restricts the designers’ imagination” (Crilly). Similarly, typology-as-method—as opposed to a classification tool—has been criticised for being relatively “inflexible” or “reductive” (Shane 2011) and responsible for perpetuating “conservative, static norms” (Jacoby 932) if applied in a rote and non-reflexive way. We deal with these concerns in the discussion of the deployment of our Typekit below. We are drawing here on our experience teaching in the first two years of undergraduate architecture degrees in Australian university settings. As well as being equipped with a diversity of educational, social, linguistic, and cultural backgrounds, students typically have divergent competencies in the domain-specific skills of their discipline and a limited vocabulary for making shared meaning in relation to an architectural proposal. The challenge for studio-based collaborative work in such a context is developing shared understandings and a common language for working on a design project to enable a variety of different design solutions. The brief for a typical studio project will specify a common site, context, and program. Examples we have used include a bathhouse, fire station, archive, civic centre, and lifesaving club. There will then be multiple design solutions proposed by each studio participant. Significantly we are talking about relatively well-structured problems here, typically a specific building program for a specified site and user group. These are quite unlike the open-ended aims of “problem frames” described in the design thinking literature “to handle ill-defined, open-ended, and ambiguous problems that other problem-solving methodologies fail to handle” (Haase and Laursen 21). However, even for well-structured problems, there is still a multitude of possible solutions possible, generated by students working on a particular project brief. This openness reduces the possibility of making shared meaning and thus hinders participation in architectural design. Designing the Typekit The Typekit was developed heuristically out of our experiences teaching together over several years. As part of our own reflective practice, we realised that we had begun to develop a shared language for describing projects including that of students, our own, precedents and canonical works. Often these took the form of a simple formal or functional metaphor such as “the building is a wall”; “the building is an upturned coracle”; or “the building is a cloud”. While these cognitive shortcuts proved useful for our communication there remained the possibility for this language to become esoteric and exclusionary. On the other hand, we recognised the potential for this approach to be shared beyond our immediate “interpretive community” (Fish 485) of two, and we therefore began to develop a meta-design toolkit. Fig. 1: Hybrid page from the Typekit We began by developing a visual catalogue of formal and functional metaphors already present within the panoply of constructed contemporary architectural projects assembled by surveying the popular design media for relevant source material. Fig. 2: Classification of contemporary architectural built work using Typekit metaphors We then used simple line drawings to generate abstract representations of the observed building metaphors adopting isometry to maintain a level of objectivity and a neutral viewing position (Scolari). The drawings themselves were both revelatory and didactic and by applying what Cross calls “designerly ways of knowing” (Cross 223) the toolkit emerged as both design artefact and output of design research. We recognised two fundamentally different kinds of framing metaphors in the set of architectural projects we surveyed, rule-derived and model-derived—terms we are adapting from Choay’s description of “instaurational texts” (8). Rule-derived types describe building forms that navigate the development of a design from a generic to a specific form (Baker 70–71) through a series of discrete “logical operators” (Choay 134). They tend to follow a logic of “begin with x … perform some operation A … perform some operation B … end up with y”. Examples of such operations include add, subtract, scale-translate-rotate, distort and array. Model-derived framing metaphors are different in the way they aim toward an outcome that is an adapted version of an ideal initial form. This involves selecting an existing type and refining it until it suits the required program, site, and context. Examples of the model-derived metaphors we have used include the hedgehog, caterpillar, mountain, cloud, island, and snake as well as architectural Ur-types like the barn, courtyard, tent, treehouse, jetty, and ziggurat. The framing types we included in the Typekit are a combination of rule-derived and model-derived as well as useful hybrids that combined examples from different categories. This classification provides a construct for framing a studio experience while acknowledging that there are other ways of classifying formal types. Fig. 3: Development of isometric drawings of metaphor-frames After we developed a variety of these line drawings, we carried out a synthesis and classification exercise using a version of the KJ method. Like framing, KJ is a technique of abduction developed for dealing objectively with qualitative data without a priori categorisation (Scupin; Kawakita). It has also become an established and widely practiced method within design research (see, for instance, Hanington and Martin 104–5). Themes were developed from the images, and we aimed at balancing a parsimony of typological categories with a saturation of types, that is to capture all observed types/metaphors and to put them in as few buckets as possible. Fig. 4: Synthesis exercise of Typekit metaphors using the KJ method (top); classification detail (bottom) Deploying the Typekit We have successfully deployed the Typekit in architectural design studios at two universities since we started developing it in 2018. As a general process participants adopt a certain metaphor as the starting point of their design. Doing so provides a frame that prefigures other decisions as they move through a concept design process. Once a guiding metaphor is selected, it structures other decision-making by providing a counterfactual logic (Byrne 30). For instance, if a building-as-ramp is chosen as the typology to be deployed this guides a rationale as to where and how it is placed on the site. People should be able to walk on it; it should sit resolutely on the ground and not be floating above it; it should be made of a massive material with windows and doors appearing to be carved out of it; it can have a green occupiable roof; quiet and private spaces should be located at the top away from street noise; active spaces such as a community hall and entry foyer should be located at the bottom of the ramp … and so on. The adoption of the frame of “building-as-ramp” by its very nature is a crucial and critical move in the design process. It is a decision made early in the process that prefigures both “what” and “how” types of questions as the project develops. In the end, the result seems logical even inevitable but there are many other types that could have potentially been explored and these would have posed different kinds of questions and resulted in different kinds of answers during the process. The selection of a guiding metaphor also allows students to engage with historical and contemporary precedents to offer further insights into the development—as well as refinement—of their own projects within that classification. Even given the well-structured nature of the architectural project, precedents provide useful reference points from which to build domain-specific knowledge and benchmarks to measure the differences in approaches still afforded within each typological classification. We believe that our particular meta-framing approach addresses concerns about design fixation and balances mutual learning with opportunities for individual investigation. We position framing less about finding innovative solutions to wicked problems to become more about finding ways for a group of people to reason together through a design problem process by developing and using shared metaphors. Thus our invocation of framing is aligned to what Haase and Laursen term “solution frames” meaning they have an “operational” meaning-making agenda and provide opportunities for developing shared understanding between individuals engaged in a given problem domain (Haase and Laursen 20). By providing a variety of opportunities within an overarching “frame of frames” there are opportunities for parallel design investigation to be undertaken by individual designers. Meta-framing affords opportunities for shared meaning-making and a constructive discourse between different project outcomes. This occurs whether adopting the same type to enable questions including “How is my building-as-snake different from your building-as-snake?”, “Which is the most snake-like?”, or different types (“In what ways is my building-as-ramp different to your building-as-stair?”) By employing everyday visual metaphors, opportunities for “mutual learning between mutual participants” (Robertson and Simonsen 2) are enhanced without the need for substantial domain-specific architectural knowledge at a project’s outset. We argue that the promise of the toolkit and our meta-framing approach more generally is that it actually multiples rather than forecloses opportunities while retaining a shared understanding and language for reasoning through a project domain. This effectively responds to concerns that typology-as-method is a conservative or reductive approach to architectural design. It is important to clarify the role of our toolkit and its relationship to our theory-building agenda. On the basis of the findings accounted for here we do claim to draw specific conclusions about the efficacy of our toolkit. We simply did not collect experimental data relevant to that task. We can, however, use the example of our toolkit to animate, flesh out, and operationalise a model for collaboration in architectural design that may be useful for teaching and practicing architecture in collaborative, team-based contexts. The contribution of this account, therefore, is theoretical. That is, the adaptation of concepts from design literature modified and translated into a new domain to serve new purposes. The Promise of Meta-Framing through Typology Through our work, we have outlined the benefits of adopting formalised design methods in architecture as a way of supporting participation, including using toolkits for scaffolding architectural concept design. Meta-framing has shown itself to be a useful approach to enable participation in architectural design in a number of ways. 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