1. A hard binary to shake: The limitations and possibilities of teaching GIS critically.
- Author
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Anderson, Matthew B. and Radil, Steven M.
- Subjects
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CRITICAL theory , *GEOGRAPHIC information system software , *INFORMATION science , *TEACHING - Abstract
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. Key Messages: Many traditional GIS courses do little to teach GIS critically and critical GIS courses are relatively rare.Several scholars are interviewed to identify key barriers to teaching GIS critically.Pedagogic strategies are presented to navigate and circumvent these barriers. [ABSTRACT FROM AUTHOR]
- Published
- 2020
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