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This paper develops the concept of emotional citizenry, as a process grounded in the complexities of places, lives and feelings, exceeding any fixed status of citizenship to be achieved in the formal political sphere. Drawing on encounters between refugees, asylum seekers and more settled residents in a befriending scheme in Newcastle, England, it focusses on the emotional geographies of intercultural interactions produced through everyday spaces. Contact in the scheme involves difficult negotiations of difference, yet it is precisely the emotional that opens up the potential of/for making connections, and through which nuanced relationships develop, dualisms are destabilised, and meaningful encounters emerge in fragile yet hopeful ways. I argue that these emotional encounters evidence desires to (re)make society at the local level, beyond normalised productions and practices of citizenship as bounded in/outsiders, in which a politics of engagement is enacted. Analysis suggests that the felt, interpersonal dimensions of such praxis, the emotionality of these specific notions belonging and relationality, push at the concept of cosmopolitan citizenship to register something more. This paper contributes to debate on everyday practices of citizenship as already taking place, and poses questions to how individual relations may anticipate collective change in how we live together in an era of super-diversity.

In this paper we offer a critique and an alternative to current proposals to include the economic and social impacts of research in the next UK audit of academic research. In contrast to most responses from UK academics, our argument is for impact; while the growing marketisation of knowledge is to be deplored, resources and activities within universities do have a vital role to play in progressive social change. The problem is that the current proposals will produce and retrench an elite model of power/knowledge relationships. We propose an understanding of impact based on the co-production of knowledge between universities and communities, modelled in research practice in participatory geographies. This is more likely to result in more equitable and radically transformative impacts of knowledge, making us socially accountable rather than driven by economic accountancy.

This second report on ‘public geographies’ considers the diverse, emergent and shifting spaces of engaging with and in public/s. Taking as its focus the more ‘organic’ rather than ‘traditional’ approach to doing public geography, as discussed in the first report, it explores the multiple and unorthodox ways in which engagements across academic-public spheres play out, and what such engagements may mean for geography/ers. The report first explores the role of the internet in ‘enabling conversations’, generating a range of opportunities for public geography through websites, wikis, blogs, file-sharing sites, discussion forums and more, thinking critically about how technologies may enable/disable certain kinds of publically engaged activities. It then considers issues of process and praxis: how collaborations with groups/communities/organizations beyond academia are often unplanned, serendipitous encounters that evolve organically into research/ learning/teaching endeavours; but also that personal politics/positionality bring an agency to bear upon whether we, as academics, follow the leads we may stumble upon. The report concludes with a provocative question — given that many non-academics appear to be doing some amazing and inspiring projects and activities, thoughtful, critical and (arguably) examples of organic public geographies, what then is academia’s role?

This paper draws on fieldwork with a befriending scheme that pairs refugees, asylum seekers and local residents in the north east of England. It explores the ways in which a 'quiet politics' of encounter, embedded in intimate relationships, is caught up in and productive of complex inter-scale geographies, highlighting the ebbs and flows across security and insecurity. Critically, it foregrounds the relationality of emotions in enabling and maintaining intimate-geopolitics.

This paper draws on fieldwork with a befriending scheme that pairs refugees, asylum seekers and local residents in the north east of E ngland. It explores the ways in which a ‘quiet politics’ of encounter, embedded in intimate relationships, is caught up in and productive of complex inter‐scale geographies, highlighting the ebbs and flows across security and insecurity. Critically, it foregrounds the relationality of emotions in enabling and maintaining intimate‐geopolitics.

In this paper I want to talk about the use of participatory approaches to 'teaching', drawing on my own efforts to explore research ethics with undergraduate students. I first critically address what we 'teach' regarding ethics in geography, given that ' codes of ethics' and 'good research practice' are both highly contested entities. Secondly, echoing Valentine's (2005 Progress in Human Geography 29 483-7) belief that students need the skills to ' navigate their own ethical maps', I argue that there is a need to interrogate how we may enable such skills. Engaging with debates about' border geographies' and situated knowledges, and emphasising that any ethics' teaching' should incorporate students' everyday practices and relationships in and beyond the academy, I suggest that a participatory approach to 'teaching' encourages students to practically engage with ethics as social relations -while usefully deconstructing perceived boundaries between spaces of learning and spaces of research.

Recent years have seen a rapid rise in the political saliency of the ever growing volumes of municipal waste produced in the UK. In this paper, we examine how one particular part of the municipal waste stream - biodegradable waste - has come under the policy spotlight. As targets to divert biodegradable waste from landfill under the Landfill Directive come into force, the need to focus explicitly on recovering value from biodegradable materials has risen up national and local policy agendas, not least with the introduction of the Landfill Allowance Trading Scheme. Accompanying this new rationality for managing waste has been a suite of different policy interventions. In this paper we examine the impact of the changing nature of municipal waste policy and the ways in which it has sought to rework the disposal and collection of biodegradable waste. We argue that the predominantly technical framing and instrumental rationality of these interventions does not sufficiently challenge entrenched understandings regarding the boundaries between public and private responsibility for waste, and thus short-circuits their capacity to engage with everyday community/individual waste practices. In conclusion, we suggest that, in order to move waste management towards sustainability, there is a need both to engage with the institutional and infrastructural dimensions of the systems of provision within which waste management occurs, and to take seriously the everyday contexts within which making waste is practiced.

[...] of PEANuT's success Duncan became a Northumbria University Enterprise Fellow in 2007. [...] he led an ESRC seminar series titled 'Engaging Geography' with the aim of responding to two main challenges facing the 'discipline' of geography today: its disciplinary identity and public face (what people think of 'geography' and 'geographers') and the lack of contact and continuity between university-based, school, and other geographers (see http://engaginggeography.word press.com).