Engaging With Settler-Colonial Cartographies: Critical Place-Based Inquiry, Digital Tools, and Productions

• In Event: 25.085 - Sheraton Roundtable One - Osgoode Ballroom
  In Roundtable Session: 25.085-3 - Mapping Self-Other Relations in Curricular Spaces

Abstract

In this paper, we examine how pre-service teachers engage in “counter-mapping” as a means of (1) questioning the taken-for-granted nature of maps and settler cartographic systems (as constructed cultural/historical artifacts) and; (2) using technology to speak back to and re-write settler cartographies (ie. countermap) via a custom-built web application (Remap) that allows students to draw on a digital map of their community. Through this, we sought to determine how and to what extent such a digital tool might encourage students to (a) witness the often invisible imprint of settler geography on the organization of space and; (b) develop their agency as critical pedagogues by investigating how they “wrote back” and re-imagine spatial representations.

Authors

• Bryan Smith, James Cook University - Australia

• Cristyne Hebert, University of Regina

• kurt thumlert, York University