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Tadaki Et Al. - 2012 - Nature, Culture, and The Work of Physical Geography
Tadaki Et Al. - 2012 - Nature, Culture, and The Work of Physical Geography
geography
Marc Tadaki, Jennifer Salmond, Richard Le Heron and
Gary Brierley
Human–environment relationships are increasingly regarded as complex and worthy of
interdisciplinary scrutiny. In this context, several physical geographers have made calls
for their subdiscipline to take a ‘cultural turn’ and engage more fully with human ele-
ments of environmental change. However, despite sharing a general commitment to
thinking about the material implications of human behaviours, definitions proposed for
a cultural physical geography lack theoretical rigour and consistency. This paper inter-
rogates the prospects for a refreshed cultural turn in physical geography by situating it
within its constitutive, historical and institutional dimensions. First, how might ‘culture’
be defined and constituted, and with what implications? This question recognises that
conceptual work around culture depends upon the sociotheoretical paradigms that are
chosen. Second, an exploration of key moments in the definition of geographical
research projects and trajectories provides insight into why this turn has not happened
before, and what kind of work was pursued in its place. Third, a cultural turn positions
physical geography to do particular kinds of work within wider ecologies of knowledge
production. Careful reflection on the methods and commitments of different
approaches is needed to assess where and how such a project might be at all geograph-
ical. The notion of culture embraced and practised by physical geographers has mate-
rial, epistemological, institutional and ethical implications. Broadening the scope of
‘work’ from the outputs to the outcomes of geographical practice creates the conceptual
space for much needed reflection and dialogue. A cultural turn that acknowledges the
‘webs of significance’ within which physical geography is embedded presents a pro-
gressive trajectory of inquiry.
School of Environment, University of Auckland, Private Bag 92019, Auckland, New Zealand
email: m.tadaki@gmail.com
Determinist Environment used to explain or predict change in Kellie-Smith and Cox (2011),
human systems, but can be iterative or operate in Huntington (1915), van de Vliert
reverse – for example, global climate models running (2009). See also Hulme (2011)
on emission scenarios. Requires physical flux. Earth
system science and integrated assessment modelling
feature here.
Adaptive Environment quantified as a risk or resource for policy Perry (1971 1995), Sewell et al. (1968),
formation. Frequently used to examine costs and Thornes (1981), Thornes et al. (2010)
benefits of particular courses of action such as
agricultural cropping, land use change or climate
change scenarios. Creates knowledge which directs
action.
Perceptual Examines perceptions and knowledge of environments, Burton and Kates (1964), Le Lay et al.
seeking to explain how these vary across groups. (2008), White (1945)
Perceptions are generally standardised by survey
metrics and are methodologically individualist,
reducing culture to the attitudes, beliefs and values of
individuals (cf. Proctor 1998).
Narrative ⁄ symbolic Environment as text. The biophysical environment is a Bonacina (1939), Crate (2008), Sauer
canvas or object to which we attach our own personal (1925), Thornes (1979 2008), Watsuji
meaning. Could be analysis of art or cloud-watching, (1961 [1943])
but has to do with the symbolic role of the environ-
ment in life. Is strongly interpretive, but also individu-
alist – it investigates meaning but is not with an eye to
changing it – an entity view of culture. While it is
concerned with meaning, it is less concerned with the
manner in which that meaning is reproduced.
Critical Environment as institutional construction, whose Hulme (2010), Hulme and Mahony
identity is constantly being redefined, reified and (2010), Jasanoff (2010), Lave et al.
negotiated between entities for various reasons. (2010a 2010b)
Examines the discursive work done by producing
particular kinds of knowledge. Emphasises the power
to ‘do things differently’ and enact new values and
knowledges, thus corresponding to a process view of
culture.
from the fundamental structure of human existence. As geographers, we have often throughout history
(Watsuji (1961 [1943], 8 narrated ourselves into relevance – whether it be
Second, how might geographical history help us description, explanation or quantification – by
understand where we have been, and where we means of appeals to authority, to outside forces
might yet go? We have acquired ample familiarity requiring us to act in particular ways and produce
with determinism, natural hazards, systems model- particular kinds of knowledge (e.g. Gares et al.
ling and now grapple with the politics of ESS, con- 1994; Gregory 1976; Schaefer 1953; and more
servation science and environmental impact recently Church 2005). Such an argument holds
assessments. Physical geographers have led many much less sway with a critical mandate to know
of these developments, all of them important and and make the world differently.
useful. However, we share a concern with Trudgill: Finally, what kind of work might a cultural physi-
cal geography do for geography as a whole? The
about the ways subjects swing around in paradigm ‘work’ of physical geography and geographers does
shifts in rather a ‘herd instinct’ manner, and also about not end with the research publication or presenta-
the way fundability means that new knowledge is tion, but extends to consider how the practices and
derived from avenues which are directed by current outputs of physical geography are embedded within
conventional wisdom. (Trudgill 2003, 274) wider systems of signification (Brierley 2009; Fryirs
If our aim is to be critic and conscience of society, and Brierley 2009; Lane et al. 2011; Thornes et al.
we need to question the relevance of existing 2010; Trudgill 2003). By embracing a critical
investment and knowledge production structures. approach to culture, new research questions can be