This book is an original contribution to literary geography and commentaries on the work of David Ireland. It plots the relationship between the spaces and places of 1970s Australian capitalism as it evolves through Ireland’s 1971 Miles Franklin prize-winning novel The Unknown Industrial Prisoner. In particular, the book theorises the relationship between space and place in literature through two highly innovative arguments: a focus on the spatial unconscious as a means to assess and track the spatiality of capitalism in the novel form; and the articulation of a regime of space through the perceived, conceived and lived constitution of space. Drawing together concepts from radical geography and structural Marxist literary theory, it explores the dominance of the regime of abstract space in the Australian context. The text also examines the nature and possibilities of place-based strategies of resistance, and concludes by suggesting opportunities for future research and plotting the ways in which The Unknown Industrial Prisoner continues to speak to contemporary Australia.

This accessible and engaging book explores the ways that "space, place, and sex" are inextricably linked from the micro to the macro level, from the individual body to the globe. Drawing on queer, feminist, gender, social, and cultural studies, Lynda Johnston and Robyn Longhurst highlight the complex nature of sex and sexuality and how they are connected to both virtual and physical spaces and places. Their aim is to enrich our understanding of sexual identities and practices--whether they be lesbian, gay, bisexual, transsexual, asexual, queer, or heterosexual. They show that bodies are defined and connected through media such as television, movies, ads, and the Internet, as well as through "real" places such as homes, churches, sports arenas, city streets, beaches, and wilderness. Drawing on a diverse array of historical and contemporary examples, the authors argue convincingly that sexual politics permeate all places and spaces at every level of geographical scale. Thus, they illustrate, sexuality affects the way people live in and interact with space and place, as space and place in turn affect people's sexuality.

Exploring sacred mountains around the world, this book examines whether bonding and reverence to a mountain is intrinsic to the mountain, constructed by people, or a mutual encounter. Chapters explore mountains in England, Scotland, Wales, Italy, Ireland, the Himalaya, Japan, Greece, USA, Asia and South America, and embrace the union of sky, landscape and people to examine the religious dynamics between human and non-human entities. This book takes as its starting point the fact that mountains physically mediate between land and sky and act as metaphors for bridges from one realm to another, recognising that mountains are relational and that landscapes form personal and group cosmologies. The book fuses ideas of space, place and material religion with cultural environmentalism and takes an interconnected approach to material religio-landscapes. In this way it fills the gap between lived religious traditions, personal reflection, phenomenology, historical context, environmental philosophy, myths and performativity. In defining material religion as active engagement with mountain-forming and humanshaping landscapes, the research and ideas presented here provide theories that are widely applicable to other forms of material religion.

Social justice frameworks and pedagogical practice have become popular concepts within educational settings. However, these approaches stop short of the direct action required for true social change and often overlook the impacts and importance of space, place, and culture in the learning process. Through an exploration of justice-forward approaches that call for a blend of equity and culturally-responsive pedagogies with experiential approaches to learning, this edited book will examine the process of unlinking colonizing structures from teaching and learning through honoring the context of space, place, and culture in the learning process. Framed by the Toward a Liberated Learning Spirit (TALLS) Model for Developing Critical Consciousness, this book will be of interest to students, scholars, and researchers in higher education as well as critical and cultural studies, apart from program administrators and educators. 'Ignite: a Decolonial Approach to Higher Education Through Space, Place and Culture' will carry the reader through a learning process beginning with academic detachment and moving through a process of unlearning toward embodied liberation.

This book explores theories of space and place in relation to autonomy in language learning. Encompassing a wide range of linguistically and culturally diverse learning contexts, this edited collection brings together research papers from academics working in fourteen countries. In their studies, these researchers examine physical, virtual and metaphorical learning spaces from a wide range of theoretical and interdisciplinary perspectives (semiotic, ecological, complexity, human geography, linguistic landscapes, mediated discourse analysis, sociocultural, constructivist and social constructivist) and methodological approaches. The book traces its origins to the first-ever symposium on space, place and autonomy, which was held at the International Association of Applied Linguistics (AILA) 2014 World Congress in Brisbane. The final chapter, which presents a thematic analysis of the papers in this volume, discusses the implications for theory development, further enquiry, and pedagogical practice.

This new book brings together Doreen Massey's key writings on threeareas central to a range of disciplines. In addition, the authorreflects on the development of these ideas and outlines her currentposition on these important issues. The book is organized around the three themes of space, placeand gender. It traces the development of ideas about the socialnature of space and place and the relation of both to issues ofgender and debates within feminism. It is debates in these areaswhich have been crucial in bringing geography to the centre ofsocial sciences thinking in recent years, and this book includeswritings that have been fundamental to that process. Beginning withthe economy and social structures of production, it develops awider notion of spatiality as the product of intersecting socialrelations. In turn this has lead to conceptions of 'place' asessentially open and hybrid, always provisional and contested.These themes intersect with much current thinking about identitywithin both feminism and cultural studies. Each of the themes is preceded by a section which reflects onthe development of ideas and sets out the context of theirproduction. The introduction assesses the current state of play andargues for the close relationship of new thinking on each of thesethemes. This book will be of interest to students in geography,social theory, women's studies and cultural studies.

There is a strong case today for a specific focus on mental public health and its relation to social and physical environments. From a public health perspective, we now appreciate the enormous significance of mental distress and illness as causes of disability and impairment. Stress and anxiety, and other mental illnesses are linked to risks in the environment. This book questions how and why the social and physical environment matters for mental health and psychological wellbeing in human populations. While putting forward a number of different points of view, there is a particular emphasis on ideas and research from health geography, which conceptualises space and place in ways that provide a distinctive focus on the interactions between people and their social and physical environment. The book begins with an overview of a rich body of theory and research from sociology, psychology, social epidemiology, social psychiatry and neuroscience, considering arguments concerning 'mind-body dualism', and presenting a conceptual framework for studying how attributes of 'space' and 'place' are associated with human mental wellbeing. It goes on to look in detail at how our mental health is associated with material, or physical, aspects of our environment (such as 'natural' and built landscapes), with social environments (involving social relationships in communities), and with symbolic and imagined spaces (representing the personal, cultural and spiritual meanings of places). These relationships are shown to be complex, with potential to be beneficial or hazardous for mental health. The final chapters of the book consider spaces of care and the implications of space and place for public mental health policy, offering a broader view of how mental health might be improved at the population level. With boxed case studies of specific research ideas and methods, chapter summaries and suggestions for introductory reading, this book offers a comprehensive introduction which will be valuable for students of health geography, public health, sociology and anthropology of health and illness. It also provides an interdisciplinary review of the literature, by the author and by other writers, to frame a discussion of issues that challenge more advanced researchers in these fields.

Space, place and mapping have become key concepts in literary and cultural studies. The transformational effects of postcolonialism, globalization, and the rise of ever more advanced information technologies helped to push space and spatiality into the foreground, as traditional spatial or geographic limits are erased or redrawn. Teaching Space, Place and Literature surveys a broad expanse of literary critical, theoretical, historical territories, as it presents both an introduction to teaching spatial literary studies and an essential guide to scholarly research. Divided into sections on key concepts and issues; teaching strategies; urban spaces; place, race and gender and spatiality, periods and genres, this comprehensive book is the ideal way to approach the teaching of space and place in the humanities classroom.