In England, perhaps more than most places, people's engagement with the landscape is deeply felt and has often been expressed through artistic media. The popularity of walking and walking clubs perhaps provides the most compelling evidence of the important role landscape plays in people's lives. Not only is individual identity rooted in experiencing landscape, but under the multiple impacts of social fragmentation, global economic restructuring and European integration, membership in recreational walking groups helps recover a sense of community. Moving between the 1750s and the present, this transdisciplinary book explores the powerful role of landscape in the formation of historical class relations and national identity. The author's direct field experience of fell walking in the Lake District and with various locally based clubs includes investigation of the roles gender and race play. She shows how the politics of access to open spaces has implications beyond the immediate geographical areas considered and ultimately involves questions of citizenship.

This survey explores how and why Romans of the late Republic and early Principate were fascinated with landscaped nature. Thematic discussions and case studies work through what 'landscape' represented and how studying Roman identity in terms of place, environment and the natural world helps us better to understand Rome itself.

Landscapes of Power and Identity is a groundbreaking comparative history of two colonies on the frontiers of the Spanish empire—the Sonora region of northwestern Mexico and the Chiquitos region of eastern Bolivia’s lowlands—from the late colonial period through the middle of the nineteenth century. An innovative combination of environmental and cultural history, this book reflects Cynthia Radding’s more than two decades of research on Mexico and Bolivia and her consideration of the relationships between human societies and the geographic landscapes they inhabit and create. At first glance, Sonora and Chiquitos are quite different: one a scrub-covered desert, the other a tropical rainforest of the greater Amazonian and Paraguayan river basins. Yet the regions are similar in many ways. Both were located far from the centers of colonial authority, organized into Jesuit missions and linked to the principal mining centers of New Spain and the Andes, and then absorbed into nation-states in the nineteenth century. In each area, the indigenous communities encountered European governors, missionaries, slave hunters, merchants, miners, and ranchers. Radding’s comparative approach illuminates what happened when similar institutions of imperial governance, commerce, and religion were planted in different physical and cultural environments. She draws on archival documents, published reports by missionaries and travelers, and previous histories as well as ecological studies and ethnographies. She also considers cultural artifacts, including archaeological remains, architecture, liturgical music, and religious dances. Radding demonstrates how colonial encounters were conditioned by both the local landscape and cultural expectations; how the colonizers and colonized understood notions of territory and property; how religion formed the cultural practices and historical memories of the Sonoran and Chiquitano peoples; and how the conflict between the indigenous communities and the surrounding creole societies developed in new directions well into the nineteenth century.

The relationship between landscape and identity is explored to reveal how Englishness encompasses the urban and rural, and the north and south.

Is Landscape . . . ? surveys multiple and myriad definitions of landscape. Rather than seeking a singular or essential understanding of the term, the collection postulates that landscape might be better read in relation to its cognate terms across expanded disciplinary and professional fields. The publication pursues the potential of multiple provisional working definitions of landscape to both disturb and develop received understandings of landscape architecture. These definitions distinguish between landscape as representational medium, academic discipline, and professional identity. Beginning with an inquiry into the origins of the term itself, Is Landscape . . . .? features essays by a dozen leading voices shaping the contemporary reading of landscape as architecture and beyond.

This book has been initiated by the workshop on Cultural heritage in changing landscapes, held during the IALE (International Association for Landscape Ecology) European Conference that started in Stockholm, Sweden, in June 200 1 and continued across the Baltic to Tartu, Estonia, in JUly. The papers presented at the workshop have been supported by invited contributions that address a wider range of the cultural heritage management issues and research interfaces required to study cultural landscapes. The book focuses on landscape interfaces. Both the ones we find out there in the landscape and the ones we face while doing research. We hope that this book helps if not to make use of these interfaces, then at least to map them and bridge some of the gaps between them. The editors wish to thank those people helping us to assemble this collection. First of all our gratitude goes to the authors who contributed to the book. We would like to thank Marc Antrop, Mats Widgren, Roland Gustavsson, Marion Pots chin, Barbel Tress, Tiina Peil, Helen Soovali and Anu Printsmann for their quick and helpful advice, opinions and comments during the different stages of editing. Helen Soovali and Anu Printsmann together with Piret Pungas - thank you for technical help.

If the body of knowledge of a profession is a living landscape of practice, then our personal experience of learning can be thought of as a journey through this landscape. Within Learning in Landscapes of Practice, this metaphor is further developed in order to start an important conversation about the nature of practice knowledge, identity and the experience of practitioners and their learning. In doing so, this book is a pioneering and timely exploration of the future of professional development and higher education. The book combines a strong theoretical perspective grounded in social learning theories with stories from a broad range of contributors who occupy different locations in their own landscapes of practice. These narratives locate the book within different contemporary concerns such as social media, multi-agency, multi-disciplinary and multi-national partnerships, and the integration of academic study and workplace practice. Both scholarly, in the sense that it builds on prior research to extend and locate the concept of landscapes of practice, and practical because of the way in which it draws on multiple voices from different landscapes. Learning in Landscapes of Practice will be of particular relevance to people concerned with the design of professional or vocational learning. It will also be a valuable resource for students engaged in higher education courses with work-based elements.