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A hard binary to shake: The limitations and possibilities of teaching GIS critically
Author(s) -
Anderson Matthew B.,
Radil Steven M.
Publication year - 2019
Publication title -
the canadian geographer / le géographe canadien
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.35
H-Index - 46
eISSN - 1541-0064
pISSN - 0008-3658
DOI - 10.1111/cag.12526
Subject(s) - syllabus , geographic information system , sociology , engineering ethics , computer science , data science , epistemology , geography , pedagogy , engineering , cartography , philosophy
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.