If we want to tell new stories (cp. Haraway, Staying with the Trouble) and design new approaches to apprehending the world, we must let ourselves be guided to fill the gaps that we discover as we try to bring our students into new awareness. This session begins with the assumption that intellectual discovery is a feature of our lives as teachers but that we have few outlets to discuss the ways in which living in this new era calls for us to rethink how we teach and redesign the ways we visualize the world for ourselves and our students. This session invites papers that explore the processes which lead us, as teachers, to new insights and prompt creative engagement with our teaching materials and the world.
The visual and visualization, including mapping and cartography but also photography and other visual methodologies have long been key to geographic understandings of the world (Rose 2001, Rose 2003). Yet it may only be through the act of teaching that we become aware that the visualizations we are using fail to fully capture the concepts we seek to communicate. In this session we will explore how teaching leads us to envision the world in new ways and create new visualizations. This is not a session about “how to teach” per se, nor about “which (current) materials are best for teaching,” but about the insights that are produced through the intellectual process taking place during our teaching which then point us to development of new and creative materials to convey these insights more effectively.
While many academic practitioners regard teaching as their public service, raising their students’ consciousness or simply providing additional contextual information that they intend will help inform students’ future decisions, we acknowledge that teaching also stimulates learning. Although we are currently awash in a seemingly endless sea of images, we must acknowledge that existing materials often partake too heavily in previous conceptualizations of problems and even the solutions they point to often fail to truly transcend existing conceptualizations (see Wood 2010, Krygier and Wood 2016, for inspiration).
We are interested in hearing from both new and established scholars on how your teaching informs your praxis and in particular, how teaching leads you to new ways to conceptualize and visualize the world. Feminist, critical, post-colonial, or decolonizing teaching methods and visualizations are welcome.
Please send us your abstract by October 20. firstname.lastname@example.org and MDixon@collegeofidaho.edu
Elwood, Sarah, and Harriet Hawkins. 2017. “Intradisciplinarity and Visual Politics.” Annals of the American Association of Geographers 107 (1): 4–13.
Giroux, Henry A. 1988. Teachers as Intellectuals: Toward a Critical Pedagogy of Learning. Granby, Mass: Praeger.
Ghosh, Amitav. 2017. The Great Derangement: Climate Change and the Unthinkable. 1 edition. University of Chicago Press.
Haraway, Donna Jeanne. 2015. “Staying with the Trouble : Making Kin in the Chthulucene.” Environmental Humanities 6: 1590165.
Krygier, John, and Denis Wood. 2005. Making Maps: A Visual Guide to Map Design for GIS. Guilford Press.
Lawson, Victoria. 2007. “Introduction: Geographies of Fear and Hope.” Annals of the Association of American Geographers 97 (2): 335–337.
———. 2009. “Instead of Radical Geography, How About Caring Geography?” Antipode 41 (1): 210–13.
Lipsitz, George. 2011. How Racism Takes Place. Philadelphia: Temple University Press.
Marks, Robert B. 2002. The Origins of the Modern World: A Global and Ecological Narrative. Lanham, MD: Rowman & Littlefield Publishers.
Martin, Kevin St, and John Wing. 2007. “The Discourse and Discipline of GIS.” Cartographica: The International Journal for Geographic Information and Geovisualization, November.
McKittrick, Katherine. 2006. Demonic Grounds : Black Women and the Cartographies of Struggle. University of Minnesota Press.
Pavlovskaya, Marianna. 2018. “Critical GIS as a Tool for Social Transformation.” The Canadian Geographer / Le Géographe Canadien 62 (1): 40–54.
Rose, Gillian. 2001. Visual Methodologies: An Introduction to the Interpretation of Visual Materials. London: Sage.
———. 2003. “On the Need to Ask How, Exactly, Is Geography ‘Visual.’” Antipode 3: 212–22.
Smith, Linda Tuhiwai, Eve Tuck, and K. Wayne Yang, eds. 2018. Indigenous and Decolonizing Studies in Education: Mapping the Long View. 1 edition. New York: Routledge.
Wood, Denis. 2010. Everything Sings: Maps for a Narrative Atlas by Denis Wood. Siglio.
---. 2010. Rethinking the Power of Maps. Guilford. With John Fels and John Krygier.
|Presenter||Megan Dixon*, The College of Idaho, Visualizing the hinterland as an inquiry into multi-element mapping||20||8:00 AM|
|Presenter||RDK Herman*, National Museum of the American Indian, The World as Self: Challenging the Anthropocene with Indigenous Knowledge||20||8:20 AM|
|Presenter||Innisfree Mckinnon*, University of Wisconsin-Stout, Mapping Global Connections||20||8:40 AM|
|Presenter||Lawrence Sullivan*, The Citadel, Returning to Teaching Geography after 35 Years in the International Oil & Gas Business||20||9:00 AM|
|Discussant||Kolson Schlosser Temple University||20||9:20 AM|
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