Teaching critical open GIS

Higher-education geographic information system (GIS) curricula largely marginalize and separate instruction of critical GIS and open GIS, paralleling a divide between GIS and non-GIS in geography. GIS is typically represented as a singular, infallibly objective, and universally applicable technology. GIS generally dismisses the critiques from human geography, while critical human geography dismisses GIS for its association with positivism and unethical applications. Teaching critical open GIS may bridge this divide, creating a transformative pedagogical space for human geography to affectively and effectively engage with open GIS technology at the level of code. Critical open GIS students practice and critique GIS as conflicted insiders, bridging the divide between GIS and non-GIS in their geography education. Reviews of GIS curricula find support for teaching critical and open GIS, but reviews of texts and syllabi confirm their marginalization and separation. A new critical open GIS course is introduced, using GIS in development and political ecology as integrative frameworks.     

Operating anew: Queering GIS with good enough software

In the last decade, conversations around queering of GIScience emerged. Drawing on literature from feminist and queer critical GIS, with special attention to the under‐examined political economy of GIS, I suggest that the critical project of queering all of GIS, both GIScience and GISystems, requires not just recognition of the labour and lives of queers and research in geographies of sexualities. Based upon a queer feminist political economic critique and evidenced in my teaching critical GIS at two elite liberal arts colleges, I argue that the “status quo” between ESRI and geography as a field must be interrupted. Extending a critical GIS focus beyond data structures and data ethics, I argue that geographic researchers and instructors have a responsibility in queering our choice and production of software, algorithms, and code alike. I call this production and choice of democratic, accessible, and useful software by, for, and about the needs of its users, good enough software.     

Reimagining GIScience for relational spaces

A mismatch between largely absolute Newtonian models of space in GIScience and the relational spaces of critical human geography has contributed to mutual disinterest between the fields. Critical GIS has offered an intellectual critique of GIScience without substantially altering how particular key geographical concepts are expressed in data structures. Although keystone ideas in GIScience such as Tobler's “First Law” and the modifiable areal unit problem speak to enduring concerns of human geography, they have drawn little interest from that field. Here, we suggest one way to reformulate the computational approach to the region for relational space, so that regions emerge not through proximity in an absolute space or similarities in intensive properties, but according to their similarities in relations. We show how this might operate theoretically and empirically, working through three illustrative examples. Our approach gestures toward reformulating key terms in GIScience like distance, proximity, networks, and spatial building blocks such as the polygon. Re‐engaging the challenges of representing geographical concepts computationally can yield new kinds of GIS and GIScience resonant with theoretical ideas in human geography, and also lead to critical human geographic practices less antagonistic to computation.     

Geography and geographic information science: An evolving relationship

GISystems have strong and longstanding roots in Geography, stemming from early developments in the 1960s and 1970s that defined a first phase of their relationship. But as the uses and sophistication of geospatial technology have grown and spread across virtually all areas of the academy, reducing Geography's claim to ownership, that relationship to Geography has evolved in new directions, forming a second phase. The critiques of the early 1990s have led to research into the societal context and social implications of GISystems that remains largely centred in Geography; techniques for the analysis of data embedded in space and time remain strongly associated with Geography; and rigorous principles have been discovered under the umbrella of GIScience that are widely recognized within and outside Geography. Today the relationship has entered a third phase, defined by the new opportunities that are being created by the growth of data science, by new sensors, and by new areas of application, suggesting that the relationship between Geography and GIScience will continue to evolve in interesting and exciting ways.     

Our GIS is too small

GIScience and GISystems have been successful in tackling many geographical problems over the last 30 years. But technologies and associated theory can become limiting if they end up defining how we see the world and what we believe are worthy and tractable research problems. This paper explores some of the limitations currently impacting GISystems and GIScience from the perspective of technology and community, contrasting GIScience with other informatics communities and their practices. It explores several themes: (i) GIScience and the informatics revolution; (ii) the lack of a community‐owned innovation platform for GIScience research; (iii) the computational limitations imposed by desktop computing and the inability to scale up analysis; (iv) the continued failure to support the temporal dimension, and especially dynamic processes and models with feedbacks; (v) the challenge of embracing a wider and more heterogeneous view of geographical representation and analysis; and (vi) the urgent need to foster an active software development community to redress some of these shortcomings. A brief discussion then summarizes the issues and suggests that GIScience needs to work harder as a community to become more relevant to the broader geographic field and meet a bigger set of representation, analysis, and modelling needs.     

Travelling down the road to postdisciplinarity? Reflections of a tourism geographer

Like many other forms of scholarship in geography, tourism geography has evolved as a distinct subfield of inquiry within the discipline, although the contributions of tourism geographers are perhaps more readily acknowledged in the multidisciplinary realm of tourism studies. I trace the evolving relationship of tourism geography to both the discipline of geography and to the field of tourism studies. In doing so, I reflect on such influences as the role of institutions, paradigm shifts, technology, and other factors that affect the creation and management of geographic knowledge in the twenty‐first century. The intent of this article is two‐fold: first, to appeal to geographers for greater recognition of the importance of tourism as a quintessential component of geographic study that in today's world warrants integration into core aspects of geographic enquiry; second, to use current debates within both tourism studies and geography to reflect on issues of disciplinarity, interdisciplinarity, transdisciplinarity, and even postdisciplinarity.     

GIS Methods in Time-Geographic Research: Geocomputation and Geovisualization of Human Activity Patterns

Over the past 40 years or so, human activities and movements in space‐time have attracted considerable research interest in geography. One of the earliest analytical perspectives for the analysis of human activity patterns and movements in space‐time is time geography. Despite the usefulness of time geography in many areas of geographical research, there are very few studies that actually implemented its constructs as analytical methods up to the mid‐1990s. With increasing availability of geo‐referenced individual‐level data and improvement in the geo‐computational capabilities of Geographical Information Systems (GIS), it is now more feasible than ever before to operationalize and implement time‐geographic constructs. This paper discusses recent applications of GIS‐based geo‐computation and three‐dimensional (3‐D) geo‐visualization methods in time‐geographic research. The usefulness of these methods is illustrated through examples drawn from the author's recent studies. The paper attempts to show that GIS provides an effective environment for implementing time‐geographic constructs and for the future development of operational methods in time‐geographic research.     

Facilitating spatial thinking in world geography using Web-based GIS

Advocates for geographic information system (GIS) education contend that learning about GIS promotes students’ spatial thinking. Empirical studies are still needed to elucidate the potential of GIS as an instructional tool to support spatial thinking in other geography courses. Using a non-equivalent control group research design, this study examines the effect of using Web-based GIS in a world geography course on the development of students’ spatial thinking abilities. The findings indicate that Web-based GIS activities implemented in this study significantly enhanced students’ spatial thinking skills.     

A hard binary to shake: The limitations and possibilities of teaching GIS critically

This paper builds upon studies employing a syllabi-based methodology that suggest a tendency for critical geographic information science (GIS) courses to emphasize reading/discussion about GIS without actually doing GIS, and for traditional GIS instruction courses to emphasize the technical capacities of GIS software without incorporating critical theory in substantive ways. However, through ethnographic evidence we reveal that there is likely more innovative theory-practice transcending pedagogies being utilized than would necessarily show up in such a syllabi-based methodology. There are also very real and differentially manifest pragmatic, departmental, and institutional barriers in place to effectively incorporating critical social theory into courses that actually do GIS. We first catalogue these barriers as a means of ascertaining what can (and cannot) be done to overcome them through GIS pedagogic innovation. We then outline the (often-veiled) pedagogic strategies deployed by critical GIS scholars today to navigate and circumvent these barriers.     

Geography,GIS and employability in Turkey

Although higher education in Turkey does not have especially well-advanced systems and resources for addressing graduate employability, two developments are making it particularly important for Turkish geography departments to give increased priority to this agenda. One is the country’s new Higher Education Qualifications Framework and the other is a major increase in geography student numbers, which means that geographers seeking school teaching posts (traditionally seen as the natural career pathway) now hugely outnumber the posts available. Against this background, this paper proceeds to explore the potential of geographic information systems (GIS) to contribute to geographers’ employability in Turkey through a study involving the views and experiences of academic staff, students and employers. The paper reveals a mixed picture of both opportunities and challenges. It ends with a series of employability recommendations for geography and GIS in Turkey, a number of which could also be of wider relevance elsewhere.     

“Power to the people”: Contesting urban poverty and power inequities through open GIS

Geospatial technologies are central to spatial decision making and governance, but gaining equitable access to these is still difficult for traditionally marginalized communities. We contend that the dominance of proprietary GIS software has contributed to this digital divide, as these are inherently disempowering to marginalized social groups. Their high purchasing cost and licensing fees pose access barriers to resource‐poor citizens. Design of proprietary software may also not be appropriate for marginalized groups who are neither trained in GIS, nor represent the needs of dominant market base. Therefore, “free and open source software for geospatial” (FOSS4G) and open GIS provide new opportunities in democratizing GIS, as these are open code and free of purchasing and licensing costs. This paper aims to discuss the role of open GIS in advancing the goals of public participation GIS (PPGIS). We first discuss the origins of the FOSS movement, and explore the ways it has shaped the FOSS4G and open GIS movements. Next, we examine how a community information system built with open GIS software is being successfully utilized by an environmental organization in Milwaukee, to contest urban poverty. Our research demonstrates that open source GIS offers unique opportunities in advancing PPGIS research and practice.     

Geography's secret powers to save the world

The purpose of this paper, prepared to present at the 2018 joint Canadian Association of Geographers (CAG) and International Geographical Union (IGU) regional conference, is to suggest three strategies, framed as proposals, that geography and geography education can deploy to “save the world.” The first proposal is to expand explicit instruction in spatial thinking to close gender‐based achievement gaps. The second proposal is to apply research from the learning sciences to develop persuasive geography curricula and instructional materials. The third proposal focuses on ways social media and geospatial technologies can be employed in civic education, an idea termed “spatial citizenship.” The paper suggests a re‐envisioning of geography education with an enhanced focus on teaching for, in, and about a world that fully appreciates difference and acts on that appreciation.     

GIS与人文地理学的发展

本文初步分析了GIS兴起的背景及其主要功能,在剖析信息社会中人文地理学发展所面临的机遇和挑战基础上,就GIS在人文地理学中的作用和发展方向进行了阐述,并就加速GIS与人文地理学的结合提出了几点对策。     

Being genealogical in digital geographies

In this intervention, I trace the genealogies of the recent heralding of digital geographies as a boundary object for scholarship and scholars foregrounding the digital in geography. Building off of previous efforts to be technopositional in digital geographies, I make an entreaty for further being genealogical by attuning to the insider/outsider positionalities that have informed this particular endeavour of intellectual community‐making in Anglo‐American geography. While genealogy is not an exercise in historical narration, it works against dehistorical narratives of digital technologies and of the disciplinary frameworks within which they are engaged, destabilizes technopositional privileges, and has the potential to engender more inclusive digital geography futures.     

Illuminating spaces in the classroom with qualitative GIS

As social and postmodern ontologies continue to shape our definition of space, undergraduate instructors have struggled to incorporate these paradigms in the geography classroom. Recent research suggests that practical applications using field work, qualitative research, and geographic information science can augment students’ understanding of these spatial ontologies. Qualitative GIS holds promise as a means to integrate these methods in geographic education, yet there are no signs to date that the methodology has transitioned from research to teaching. This paper details our attempt to incorporate qualitative GIS into an undergraduate urban field studies course in lieu of a strictly lab-based GIS assignment. We outline our approach before discussing students’ engagement with the assignment in greater depth. Drawing from field experiences and deliverables across four terms, we argue that teaching from a qualitative GIS framework can effectively communicate the fundamentals of modern spatial theory and geographic research methods to students as they investigate problems in the field. We also note recurring challenges to mixed-methods teaching for students unfamiliar with the new methods presented. We close by discussing avenues for instructors in different circumstances, e.g. personal skills sets and class characteristics, to consider qualitative GIS in their classrooms.     

L'identification des zones calmes et un diagnostic d’équité environnementale à Montréal

Quiet urban areas are places with low noise levels that can help people to support physical and mental wellness. This paper has two objectives: to identify quiet urban areas in Montreal and to check for the presence of environmental inequities in access to such areas for vulnerable groups (children, older people, low‐income individuals, and visible minorities). Using a GIS‐based methodology, 2,282 quiet urban areas were identified in Montreal. The results of a mixed effects logistic regression model analysis showed that there are no major inequities in access to quiet urban areas for the population groups studied. The analysis did, however, revealed substantial spatial disparities in terms of the distribution of quiet urban areas across the boroughs and municipalities examined.     

Undertaking a Dissertation from Start to Finish: The Process and Product

Advocates for using a geographic information system (GIS) in education assert that GIS improves student learning. However, studies to clarify the relationship between learning and using GIS are still needed. This study examines the effects of using Web-based GIS maps in place of paper maps on students' geography content knowledge and motivation (self-efficacy) when taking college-level introductory human geography (N = 171). Hierarchical regression analysis shows that using Web-based GIS is positively related to post-test self-efficacy and post-test geography content knowledge.     

Developing trainee teacher practice with geographical information systems (GIS)

There is general agreement that geographical information systems (GIS) have a place within the geography classroom; they offer the potential to support geographical learning, exploring real-world problems through student-centred learning, and developing spatial thinking. Despite this, teachers often avoid engaging with GIS and research suggests that the lack of GIS training in initial teacher education is partially to blame. In response to this, this article explores how 16 trainee geography teachers were supported to develop their use of GIS across a one-year, postgraduate teacher training course in England. The project, an interpretive case study underpinned by a constructivist epistemology, used questionnaires and interviews to elicit trainees’ understandings of the nature of GIS, and to explore their engagement with it across their training year. Results suggest a programme of embedded training developed in trainees a more nuanced understanding of the value of GIS for supporting geographical learning and, thereby, increased self-efficacy towards and engagement with it in their teaching practice. However, not all trainees embraced GIS as a pedagogical tool and the study raised several key issues for geography teacher education, including the knowledge culture within schools in the teacher training partnership, and the importance of trainee self-efficacy towards GIS.     

Critical GIScience in Canada in the new millennium

Critical GIS (CGIS) is an approach to evaluating GIS technology that draws upon multiple intellectual tool kits—from geography, social theory and computing science. While its roots are in the battles between human geographers and GIScientists in the 1990s, CGIS has emerged as an independent, constructive approach to enhancing the power and appeal of GIS. CGIS is also beginning to gain acceptance as a legitimate component of the broad tent that is GIScience. This short article reviews the emergence of CGIS, discusses its influence on the discipline of GIScience and finally explores the state of CGIS in Canada.