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.     

Women's Social Networks and Female Friendship in the Ancient Greek City

This paper explores how women used their social networks within the ancient Greek urban environment in two spheres: first with regard to their civic engagement, and second with regard to their social relationships. By examining the types of social networks in which women were involved, how they were used and their impact on social relations, it argues that historians should broaden their conception of women's contribution to the Greek civic environment. Such an approach shows how women negotiated social and economic status within the polis community, how they used their social capital as a resource for social and civic engagement and sheds light on their personal relationships. These relationships not only enhanced women's well‐being and allowed them to determine their own roles in community life, but also formed the basis of their engagement with the polis. Considering the social networks to which women belonged, and the differing types of social capital embedded in them, further enables an examination of female friendship. Recognising the contribution of women to the polis community is necessary in order to understand the wider social and civic relationships within the ancient city.     

Passing Online Exams

Many controversial subjects characterize geography in the 21st century. Issues such as climate change, sustainability and social exclusion generate much discussion and often involve clear differences in opinion of how they might be addressed. Higher education is an important space for critical engagement with challenging issues. Preparing for and participating in debates enables students to develop critical thinking skills, alongside a variety of oral presentation and discussion skills. This paper reflects on the potential for teaching through debate in geography. The arguments are illustrated through a debate about whether asylum seekers should be allowed to work in the UK.     

An interactive point pattern analysis web application and teaching exercise

ABSTRACT

This paper introduces a web-based, interactive point pattern analysis “game” that allows users to generate quickly and repeatedly a point pattern on screen and immediately learn whether the pattern is statistically different from random. It uses two point pattern analysis methods: quadrat analysis (QA) and nearest neighbor analysis (NNA). Studies have shown that gaming approaches, digital tools, and interactive instruction for teaching spatial thinking complement and enhance students’ geospatial skills. This game challenges students to achieve randomness, demonstrates the differences between QA and NNA, and easily permits in-class use by running in any web browser.     

Drawing the line with Google Earth: the place of digital mapping outside of geography

The Te Kawa a Māui Atlas project explores how mapping activities support undergraduate student engagement and learning in Māori studies. This article describes two specific assignments, which used online mapping allowing students to engage with the work of their peers. By analysing student evaluations of these activities, we identify four aspects that benefit student engagement: mapping diversifies the learning experience; mapping promotes acquisition of a different skill set; online mapping allowed more open sharing of work and; mapping promotes place-based learning. Some students were ambivalent about the assignments, so mapping should only be used to support other learning objectives.     

The Student's Two Bodies: Civic Engagement and Political Becoming in the Post‐Socialist Space

Student activism in Montenegro has remained largely unaccounted for in the growing body of literature on civic engagement and popular politics in the post‐Yugoslav space. When students took their discontent to the streets of the Montenegrin capital in November 2011, the dual nature of the student body was rendered visible and audible: while the official student organizations framed their activity as an apolitical expression of discontent over studying conditions, several independent student associations positioned themselves as an extra‐parliamentary opposition to the ruling establishment and called for the creation of a wide anti‐austerity/anti‐corruption coalition. Drawing from critical theory, political sociology, and human geography, this article addresses the questions of why, how, when, and where a part of the student body became political. I argue that a social context that lacks a tradition of politically engaged student movements provides opportunities for a nuanced understanding of political becoming of a hitherto apolitical social group.     

Strategizing for Autonomy: Whither Durability and Progressiveness?

What should autonomous formations work towards? How might they strategize to get there? This paper considers these what and how aspects in tandem—a necessary pursuit if clearer pathways to emancipation are to be realized. First, it conceptualizes the relationship between objectives of durability and progressiveness. I introduce “the durability trap”, a situation whereby autonomous formations achieve durability at the expense of their progressiveness, as well as the principles to overcome this. Second, it evaluates how autonomous formations might act collectively and vis‐à‐vis the state to achieve, or not, both durability and progressiveness. I compare the strategies two autonomous formations adopt in response to the development of Media Spree, a redevelopment project in Berlin. I show how symbiotic strategy results in the durability trap and how an interstitial approach works to overcome this. I end by conceiving strategies of interstitiality, symbiosis and rupture as sequential steps to wider transformation.     

Going beyond the grid: literary mapping as creative reading

Drawing from the importance of narrative inquiry in contemporary geographical reasoning and teaching, this paper focuses on some practices set around the relationship between maps and literature. Reader-generated maps, maps produced starting from the reading of a literary text, are at the core of a reflection on the potentialities of literary mapping in higher education; relating maps and literature in an educational environment, I suggest creative reading and creative mapping as co-constructive practices that are able to guide students in addressing and internalising the complexity of spatial categories. Reflecting on the students’ literary mappings, I focus on the various ways that the literary map contributes to mobilising the space of the text, guiding students in approaching spatial issues from a different (and creative) perspective. Time, point of view and literary trans-scalarity are the key narrative concepts that guide and inform possible inductive ruminations on literary mapping as a learning strategy. Following the core question of “what literary mapping might be and do in the digital age”, I aim to resituate contemporary discussions on literary mapping in an educational environment.     

Unconsented Sterilisation,Participatory Story‐Telling,and Digital Counter‐Memory in Peru

This article aims to prompt reflection on the ways in which digital research methods can support or undermine participatory research. Building on our experiences of working on the Quipu Project ( quipu‐project.com ), an interactive, multimedia documentary on unconsented sterilisation in Peru, it explores the ways in which digital technologies can enable participatory knowledge production across geographic, social and linguistic divides. It also considers the new forms of engagement between knowledge‐producers and audiences that digital methods can encourage. Digital technologies can, we contend, help build new spaces for, and modes of engagement with, participatory research, even in contexts such as the Peruvian Andes where digital technologies are not well established or commonly used. Doing so, we argue, entails responding sensitively to the social, linguistic and digital inequalities that shape specific research contexts, and centring the human relationships that are easily sacrificed at the altar of technological innovation.     

Women drinking alcohol: assembling a perspective from a Victorian country town,Australia

Gender is a key lens for interpreting meanings and practices of drinking. In response to the overwhelming amount of social and medical alcohol studies that focus on what extent people conform to norms of healthy drinking, this article extends critical feminist geographical engagement with assemblage thinking to explore how the technologies of biopower covertly materialised as bodily habits may be preserved and challenged. We suggest an embodied engagement with alcohol to help think through the gendered practices and spatial imaginaries of rural drinking life. Our account draws on interviews with women of different cohort generations with Anglo-Celtic ancestry living in a country town in Victoria, Australia. Three vignettes based around emergent themes of maternal, domicile and socialising bodies help shed light on the contradictory ways gender is lived through the dynamics of alcohol consumption which help constitute everyday life in a country town.     

Instagram photography and the geography field course: snapshots from Berlin

Although geography has long associated itself with photography, the rapid advancement of technology has created a clear divide between the visual practices regularly used in wider society and the way photography is utilized by critical geographers in their teaching. We suggest the door is ajar for new modes of (geo)photographic thinking, and one visual tool at our disposal is social media applications that allow images to be instantly shared, analysed, and discussed. This article critically reflects on the use of Instagram to enhance student participation, engagement, and learning on a geography field course in Berlin. Based on interviews with students, their field journals, and our own critical reflections, this paper looks at some advantages of using Instagram in teaching geography, but also promotes caution and presents drawbacks to relying on instant visual digital methods.     

The future role of GIS education in creating critical spatial thinkers

Teaching of critical spatial thinking in higher education empowers graduates to effectively engage with spatial data. Geographic information systems (GIS) and science are taught to undergraduates across many disciplines; we evaluate how this contributes to critical spatial thinking. The discipline of GIS covers the whole process of spatial decision-making, but GIS modules often ignore the context setting of spatial problems, and just cover the technical aspects of how to use GIS software. We outline how some existing GIS practicals could be improved to focus on the development of critical spatial thinking skills, competences and abilities that are valuable to graduates.     

Autoconstruction 2.0: Social Media Contestations of Racialized Violence in Complexo do Alemão

Activists and journalists in Complexo do Alemão, Rio de Janeiro are using social media to intervene in the violence that shapes their communities. In this article I draw on critical urban and digital media theory to understand how militarized policing, the spatialization of race, and discourses of criminalization influence favela populations. I examine how these discursive and material violences are motivating residents to autoconstruct new digital communities. Through digital autoconstruction, journalists and activists are using social media technologies to safely direct mobility, to witness police violence, and to unsettle socio‐spatial imaginaries of endemic crime. As such, they are deploying digital practices to disrupt material, epistemological, and discursive mechanisms of social control. These actions show that digital technologies are always‐already embodied and take shape through material histories, such as those of racialized state violence. Journalists and activists in Complexo do Alemão ultimately demonstrate that targets of violence are not simply victims of digital and violent surveillance, but are active in creating new digital relationships of care across diverse scales, transforming these technologies in the process.     

Development of critical spatial thinking through GIS learning

This study developed an interview-based critical spatial thinking oral test and used the test to investigate the effects of Geographic Information System (GIS) learning on three components of critical spatial thinking: evaluating data reliability, exercising spatial reasoning, and assessing problem-solving validity. Thirty-two students at a large state university completed pre- and post-tests administered during the 2010 fall semester. This study found positive relationships between GIS learning and critical spatial thinking. We argue that the improvement can be attributed to students' experiences in a GIS course.     

Exploring Collaborative Civic Leadership Among Young Tunisians: Inviting Despair,Creating Hope

This article explores how civically engaged youth in Tunisia are approaching collaboration with noncivically engaged youth to promote greater levels of civic participation. This article is based on qualitative research conducted in Tunis, Tunisia during the summer of 2015 with 16 youth, all under the age of 35. This article will explore youth attitudes regarding civic engagement and barriers to participation in postauthoritarian Tunisia. This article also explores how civically engaged youth utilize informal social spaces such as coffee shops, universities, and social media sites to stir a sense of hope and pride in activism. This research provides a rich snapshot of civically and noncivically engaged youth who comprise 51% of Tunisia's population and led the 2011 revolution that burgeoned the so‐called Arab Spring in North Africa and the Middle East. These findings bring into question labels such as “politically inactive” and “potential ISIS fighters” that are employed in the dominant narrative on Tunisian youth. Finally, this research suggests that Tunisian youth wield powerful leadership skills that will continue to play a critical role in the transformation of civic and social norms.     

Collapsing contexts: social networking technologies in young people’s nightlife

In the latest discussions of children and young people’s new geographies of leisure and pleasure, one controversial issue has been how digital technologies co-produce and reconfigure young people’s everyday worlds. This article draws on semi-structured interviews with 40 young people who regularly use social networking technologies in their nightlife experiences in Zurich and Lausanne, two nightlife hubs in Switzerland. Informed by Danah Boyd’s concepts of ‘collapsing contexts’ and ‘imagined audiences’, this article enables a critical engagement with young people’s emerging understanding of their nightlife contexts, which are increasingly permeated by networking technologies. I show how social networking spaces facilitate the coming together, or collapse, of various social contexts which induce young people to imagine multiple audiences, including authority figures, in their nightlife practices. These collapsing contexts and imagined audiences, I argue, present new perspectives on debates about control and surveillance in young people’s contemporary urban nightlife.     

Chopsticks,phone bells and farms: Fuyuko Taira's diasporic spatial practice

In this article, I revisit my earlier project on local poetry practices by Japanese ‘war brides’ from the Second World War and explore a creative, transnational home-making activity by focusing on one of my informants, Fuyuko Taira's senryu poetry. Drawing on theories of global space and diasporic home-making practices, I suggest that her engagement in senryu involves a transnational spatial practice through the use of familiar everyday language. While the experience of displacement among Taira and other so-called ‘war brides’ cannot be understood without a consideration of socio-historical and economic constraints that characterized their emigration, my aim here is not to analyse how Taira's senryu simply reflects her diasporic victimhood but to explore how she exercises her creative agency to make her new home familiar and habitable by engaging with the everyday poetry practice of alternation between ‘pause’ and ‘move’ in the midst of changing landscapes. I argue that to a member of the Japanese diaspora like Taira senryu can be thought of as a different mode of experiencing at once the local and the global in an organic way.     

Teaching with Digital Archaeological Data: A Research Archive in the University Classroom

Digital tools and techniques have revolutionized archaeological research and allow analyses unimagined by previous generations of scholars. However, digital archaeological data appear to be an underappreciated resource for teaching. Here, the authors draw on their experiences as university instructors using digital data contained in the Digital Archaeological Archive of Comparative Slavery (http://www.daacs.org) to teach in a variety of higher education settings, from method-intensive thematic courses for graduate students to general education science courses for undergraduates. The authors provide concrete examples of how they use digital archaeological data to accomplish a range of pedagogical goals. These include teaching basic artifact identification and simple statistical methods as well as developing skills in critical thinking, inference from data, and problem solving and communication. The paper concludes with a discussion of how archaeologists can use digital data to address ethical and curricular issues, such as preservation, professional training, and public accountability that are crucial to the discipline and relevant to the academy at large.     

Feminist digital geographies

At a moment when disciplinary attentions are turning to the digital as a subject and object of geographic inquiry, we consider enduring contours and new directions in feminist digital geographies scholarship. We revisit the centrality of feminist critiques of Science to critical digital geographies and their predecessors, identifying axes of scholarly engagement that have emerged from feminist theory and praxis. Simultaneously, we acknowledge the resounding whiteness and heteronormativity of these theoretical origins. In the second half of the article, we trace new horizons of contemporary digital geographies scholarship that engage queer and critical race theory, postcolonial feminism, and black and queer code studies. These theoretical moves give voice to longstanding silences and are indispensable to a political and ethical digital geographic scholarship and praxis, as well as to re-making our technologies and ourselves as digital subjects.     

Perspectives and sensitivities: teaching as the creation of conditions of possibility for geographic thinking

Abstract

Teaching methodological courses means providing students with general ideas to think with, rather than specific facts to think about. Rethinking the teaching task must be informed by an awareness of ideological, philosophical, technical and analytical perspectives, and should look for basic themes uniting apparently different approaches. Almost all quantitative methodologies are actually specific examples of the mathematical operation of mapping. Genuine understanding is achieved by visualisation of a problem, rather than algebraic manipulation, and the teaching task could be aided greatly by employing the power of interactive computer graphics. It is suggested that the analytical and pedagogic approaches used by experienced teachers might be shared initially in an international conference, and so form the basis for more effective and efficient teaching in the future.