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1156 | 56 | Geographies of coworking spaces and platform-mediated digital nomad mobilities in rural Catalonia | Julie Wilson, Lluís Garay, Carles Méndez, Inés Gutiérrez, Mar Alsina

Research on coworking practices in relation to digital nomadism is increasingly prevalent, although the subsequent impacts of both phenomena on rural regions remain relatively under-researched. More specifically, few studies have focused on coworking spaces’ locational factors, taxonomies and typologies in relation to digital nomad mobilities in rural regions. Research on such scenarios lends itself well to an evolutionary economic geography [EEG] approach, particularly in terms of the coevolution of coworking spaces and digital nomad mobilities and lifestyles, as well as the digital platforms and interregional networks that intermediate them and their associated socio-spatial, economic and creative contexts. This paper applies such an approach via a multi-phase, mixed-methods analysis of a digital platform (Cowocat Rural) that intermediates a network of rural coworking spaces and their users in Catalonia, Spain. Conceptually, the proposal draws on the notions of entropy and concentration/specialisation and involves a bibliometric review, a netnographic analysis of conversations on rural coworking spaces, a taxonomy of Cowocat Rural’s spaces and a series of in-depth interviews with key agents. This triangulated approach enabled multidimensional analyses of the socioeconomic, social and creativity contexts and mobilities flows within which Cowocat’s coworking spaces are situated.

Julie Wilson, Lluís Garay, Carles Méndez, Inés Gutiérrez, Mar Alsina
Faculty of Economics and Business, Universitat Oberta de Catalunya

 
ID Abstract: 56

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1156 | 227 | Rural childoods in Catalonia: emotions, daiy life and spaces | Mireia Baylina & Anna Ortiz

In the post-pandemic context, some rural schools in Catalonia (Spain) show an increase in pupils, which corresponds to back-to-the-land movements of urban families with school-age children. Families say they are attracted by « the natural environment, the freedom, the possibility to spend more time with the family, the autonomy that children acquire, the mutual help between families and the tranquility », discourses that are in tune with the traditional ‘rural childhood idyll’. In this paper we explore post-covid rural childhoods through children’s relationship with their spaces of reference. Specifically, we want to delve into the emotional geographies of children with the places they use in their daily lives. _x000D_
Using a qualitative methodology with Relief Maps, children between 9 to 12 years old from four rural schools in Catalonia express their emotions in relation to their experiences in these places. By linking the psychological, geographical, and social (gender) dimensions, the children become individually aware of the subjectivities that the movement through different spaces provokes in them. The research highlights the depth of the lived experience, brings out controversial feelings and unique spaces. The voice of the children themselves can be a mirror in which to reflect the discourses of the new residents nowadays._x000D_

Mireia Baylina & Anna Ortiz
Departament de Geografia, Universitat Autònoma de Barcelona

 
ID Abstract: 227

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1156 | 335 | The “other” rural: from a book to the territory | Cerarols, Rosa; Nogué, Joan

During the confinement of the past 2020, rurality was looked at with utilitarian purposes that, in a renewed form, recovered the still existing stereotypes. Motivated by this concern, we considered the need to open the debate between geographers and also between initiatives in the Catalan rural region to discuss what role the rural world plays today in an increasingly urban society. The result was the publication of a non academic book written in choral form that collects contexts, experiences and conversations about a kind of rurality that is often not taken into account. This book focuses on an « other » rural world, an emerging rurality far from the retrograde stereotype, which deals with innovation, equal rights and creativity since long before the pandemic. In fact, today, many of the most cutting-edge, environmentally friendly and socially committed proposals come from and are located in rural areas. And it is not a coincidence, but causality: the basis of their deep-rooted values, their structural resilience and the sense of place are decisive, while endowing them with originality, potential and their own discourse. The book has also served to activate, based on its presentations with many different gents of the territory, an activist methodology of involvement in order to face the challenges and contradictions of models observed in the Catalan rural territory. In this presentation we want to emphasize the need to give a voice to the rural particularities and attend to the reflections and initiatives that are developed there. At the same time, we will show how debates generated by the presentations of the book throughout the territory (some forty sessions in just one year) have represented an extraordinary return and a methodological exercise of enormous value._x000D_

Cerarols, Rosa; Nogué, Joan
UPF, UdG

 
ID Abstract: 335

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1156 | 393 | Love in a Rural Village : An Action Research Study on Transforming Rural Education in Taiwan with Human Geographic Values | Yu-Chun Ku、Ming-Hung Wu、Ching-Yao Wang


This study reflects on how rural education practiced in Taiwan should proceed in the face of the changes brought by globalization. It proposes the concept of « communal voluntary activity villages » to empower children and youth living in under-resourced areas through the support of potential resources existing in their communities and takes an action research approach to explore a collaboration between a university and the community to develop alternative education programs and to enhance local primary education with real-world learning experiences outside school, including educational excursions that combine tourism resources and the kinds of « learning on the ground » that can expand the horizons of young learners._x000D_
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In term of educational outcomes, the rural areas of Taiwan are regarded as falling behind the mainstream, and the existing school education system encourages students who have academic potential to leave their hometowns to pursue their own development in bigger towns or cities. This paper is an attempt to bridge the ambiguity and gap between the « existential space » and the « topophilia » of Yi-fu Tuan, which are the main concerns of humanist geography, and to bring new possibilities and developments to the exploration of rural areas._x000D_
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This paper uses a remote and underdeveloped village in Taiwan as a research base, combining the strengths of universities and community organizations with a community renewal approach from the local economic angle. The establishment of thrift stores is used as a medium to facilitate the development of local human ecology as a model for appropriate economic development of regional governance

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Yu-Chun Ku、Ming-Hung Wu、Ching-Yao Wang
National Dong Hwa University

 
ID Abstract: 393

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1156 | 669 | Los espacios rurales como áreas de diálogo y creatividad intercultural | Salvador Beato Bergua (1), Noelia Bueno Gómez (2), Daniel Herrera Arenas (1), Jesús Moreno Arriba (3), Alfonso Suárez Rodríguez (1)

Los territorios de contacto entre culturas no son áreas estancas ni líneas fronterizas perfectamente delimitables e impermeabilizadas. Al contrario, se trata de espacios intermedios, de solapamiento, de transición, de flujos, de movimientos, permeables. Sin embargo, estas relaciones no propician un diálogo horizontal ni las partes implicadas se reconocen al mismo nivel. Actualmente, un modelo de sociedad capitalista, urbano, tecnológico e industrial homogeneizador se impone a cualquier otra forma cultural existente. Las ciudades y las culturas urbanas se expanden socio-territorialmente sobre el medio rural a través de distintos mecanismos de cambio cultural, en asimétricos contextos de dominación–subordinación, marcados por tecnologías, conocimientos científicos-técnicos, medios de comunicación y un sistema económico. De ahí, resultan inestimables pérdidas de biodiversidad y eco-culturales, grandes desequilibrios interterritoriales y cuantiosas problemáticas socio-naturales, generadas por un modelo hegemónico que ha menospreciado los saberes locales, sus sistemas de reproducción social y una pluralidad biocultural emanada de prácticas de acumulación secular de experiencias eco-sociales tendentes a la sustentabilidad integral; tampoco exentas de disfunciones y problemas. Pero no es objetivo de este trabajo debatir la definición de lo rural y lo urbano, sino reivindicar los espacios rurales como zonas de contacto y relación entre diferentes culturas y subculturas; y, por tanto, como áreas de diálogo y creatividad que contribuyan al bien común. Se trata, por tanto, de asumir una perspectiva intercultural participativa y colaborativa que favorezca el diálogo respetuoso, la reciprocidad en el aprecio entre culturas urbanas y rurales; entendidas no como unicidades homogéneas, esenciales ni finalistas, sino como conjuntos dinámicos de subculturas donde las nuevas ruralidades son ejemplos de la creatividad potencial que albergan los espacios rurales.

Salvador Beato Bergua (1), Noelia Bueno Gómez (2), Daniel Herrera Arenas (1), Jesús Moreno Arriba (3), Alfonso Suárez Rodríguez (1)
(1) Departamento de Geografía, Universidad de Oviedo. (2) Departamento de Filosofía, Universidad de Oviedo. (3) Departamento de Geografía, Universidad de Salamanca

 
ID Abstract: 669

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1156 | | Emerging Ruralities | Mireia Baylina (1); Anna Ortiz (2)


The global events of recent years, and in particular the Covid-19 pandemic, have made us question some of the bases of our economic and social model, valuing more the importance of farming in the food supply, the importance of the balance of ecosystems, responsible consumption, or the limits of growth. In the rural areas that surround us, innovative practices and processes proliferate that are likely to generate new opportunities and that can be socially, environmentally, and economically transformative, many of which are in line with the values collected in the 2030 Agenda for the Sustainable Development of United Nations. The eradication of poverty and ensuring that people can live with dignity and with equal opportunities, the sustainable management of natural resources, the progress of communities in harmony with the environment, and the construction of inclusive societies without fear or violence, are values capable of being embedded in various initiatives at any scale. The local and regional level is a good laboratory for peer learning, collaboration, or discussion about shared goals.
This session focuses on the tangible reality of today’s rural areas by bringing together emerging, critical and transformative economic and social initiatives from territories and communities that inform the changes that occur in these spaces, and that are aligned with the aforementioned global values. We think of a thematic plurality that can range from agro-ecological initiatives, social economy, cultural projects, new governance, co-education, energy transition, digitization, gentrification, residential projects, cooperation networks, care services, knowledge transfer, etc. Priority will be given to initiatives that incorporate a clear gender and intersectional perspective.
Contributions can come from both researchers and local actors who work directly in the territories. The purpose is to provide a forum for debate on the new dynamics of rural spaces and their transformative capacity in accordance with new global values

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Mireia Baylina (1); Anna Ortiz (2)
(1) UAB, (2) UAB

 
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1156 | 27 | Queering Catalan Rurality: Exploring Urban-Rural Migration of Sexual and Gender Dissident Youth in Catalonia | Laura Soler Rodríguez

Sexuality often remains overlooked in studies of geography, gender, and rurality. Rural society has typically been characterized by heteronormativity, leading to the exclusion of young people who do not feel accepted or free in rural areas. Despite this, there are individuals with dissident sexual and gender identities who choose to start a life project in a rural area, which is an underexplored trend. While many studies focus on rural-urban migration due to sexual and gender orientation, sexual and gender dissidence settling in a rural context is scarcely studied._x000D_
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This study is focused on examining the experiences of young people who identify as sexually and/or gender dissident and have made the decision to leave urban areas and establish themselves in rural environments in Catalonia. The research aims to address several key questions, including: what drives them to choose rural areas as their new homes? What unique aspects of rural environments do they value that are not found in urban areas? How does their sexual and gender identity play a role in their decision-making process? Additionally, the study will explore the influence of personal and territorial ties on their decision to move to a rural area. _x000D_
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The research employs a qualitative methodology, utilizing in-depth interviews with young LGTBI individuals residing in different rural areas of Catalonia. This research will contribute to a better understanding of the motivations and experiences of sexual and gender dissident youth in rural areas, providing valuable insights for policymakers and social activists._x000D_

Laura Soler Rodríguez
Estudiant Predoctoral UAB

 
ID Abstract: 27

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1154 | 893 | Teaching climate change – challenges for curriculum thinking | Sofie Nilsson

Understanding and dealing with a genuine problem like climate change is a challenge for society and the world. Here, climate change is understood as the changes in earth systems, global warming and shifts in planetary boundaries. In this context, climate change is not just a contemporary problem, but also a problem for the future with. Thus, it could be regarded as a super-complex problem (Andersson et al., 2019) or a wicked problem (Rittel & Webber, 1973) since it brings predicaments for all! Hence it is highly relevant for school and geography teaching. _x000D_
This presentation will draw on preliminary results from a study on teachers’ curriculum thinking when planning teaching climate change. The presentation will also include the rigging of the study (in-service and practice-based design) and a description of data collection (interviews, imaginary-maps)._x000D_
The study and the preliminary results will be discussed in relation to the complexity of geography teaching, such as geographical analyses and geographical thinking (Nilsson &Bladh, 2022). Further, I will relate this to the Swedish Geography curriculum (Skolverket, 2022). Finally, I will connect my study to the discussion of Anthropocene as a challenge of curriculum thinking. _x000D_
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References:_x000D_
Andersson, K., Hylander, F., & Nylén, K. (2019). Klimatpsykologi. Hur vi skapar hållbar förändring. Natur & Kultur. _x000D_
Nilsson, S., & Bladh, G. (2022). Thinking Geographically? Secondary Teachers’ Curriculum Thinking when Using Subject-Specific Digital Tools. Nordidactica: Journal of Humanities and Social Science Education(2022: 3), 171–203. _x000D_
Rittel, H. W. J., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy sciences, 4(2), 155–169. https://doi.org/10.1007/BF01405730 _x000D_
Skolverket. (2022). Kursplan i geografi (Lgr22). Skolverket. _x000D_
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Sofie Nilsson
Karlstad university

 
ID Abstract: 893

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1154 | 811 | Rethinking geography education in the Anthropocene – exploring some key issues | Gabriel Bladh

This paper aims to discuss the implications of the Anthropocene challenges for geography education and the current school curriculum. Research on human interventions in the Earth system have increasingly found evidence that humans are profoundly changing the ecology of the planet earth, and have become a geological force. The relationship between « nature » and « culture » has been a central component in the constitution of geography as a science as well as a school subject. It can be argued that geographical knowledge has considerable educational potential to explore and make sense of relations and interconnections in the context of a complex world and a dynamic earth system. However, scientific specialization have made the links between disciplinary knowledge and the holistic idea of geography challenging. The intellectual history of the subject of geography illustrates how difficult it is to escape dualistic thinking. _x000D_
In a geographical context, the challenges of the Anthropocene lead to a revisiting and rethinking of ideas about the relationship between humans and nature, and on perspectives of sustainable development. This includes complex issues on ontology and epistemology, which also have a bearing on school geography. A key challenge for Geography education is to consider how to approach the relationship between people and the environment from different temporal and spatial scale perspectives including future thinking. Another is how to deal with ontological shifts when using different conceptions of space and place, e.g. space/place as a physical-material entity or as a space/place for human thought and action. Further, a geography curriculum for the Anthropocene will have many “wicked problems” to handle, which need a more grounded position on ethics as well as an expanded deliberative repertoire for teachers’ work in the classroom._x000D_

Gabriel Bladh
Karlstad University

 
ID Abstract: 811

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1154 | 183 | Transdisciplinar and methodological approaches in didactic projects on the landscape in secondary education in Catalonia | Oriol Porcel Montané

Due to the urgency of undertaking an eco-social transition to face the global environmental crisis, it is necessary to promote an ecosocial education that enables the young generations to develop a critical framework of knowledge, thinking and action that links globalizing processes with transformations that occur at the local scale, since this is where these environmental crisis is reflected but also where ecosocial alternatives must materialize, from degrowth to the energy transition, etc._x000D_
In this context, landscape, as a social construction, emerges as the crossroads between these transformations, at the same time that it is where issues such as belonging, the generation of community and identity and the socio-community creation of space, are structured._x000D_
That is why the landscape has been a vehicular axis of many curricular proposals in the secondary stage, generating a great variety of projects, initiatives and didactic resources. But do these proposals respond to the requirements for a critical and committed eco-social literacy of the young generations? Are they inter and transdisciplinary proposals, which break rigid conceptual frameworks and allow the social sciences, the natural sciences, the arts, etc., going to meet? Or are they, on the contrary, proposals that conform to the official curricula and therefore perpetuate knowledge-thought-action frameworks that reproduce the social and cultural superstructures of capitalism?_x000D_
This communication will show the partial results of an on-going doctoral research that analyses a multitude of projects and resources that have the landscape and the territory as a vehicular axis based on four variables: degree of territorialization, that is, the scale of work; variety of educational competences implemented, from the acquisition of knowledge to the promotion of action and socio-community and participatory commitment; degree of methodological diversity; and degree of inter and transdisciplinarity.

Oriol Porcel Montané
Phd Fellow, Department of Geography, Universitat de Girona

 
ID Abstract: 183

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