DOCSLIB.ORG

CRITICAL CARTOGRAPHY Counter Mapping of Space, Place & Memory

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Joy Enomoto LIS 601: Bibliographic Research Plan CRITICAL CARTOGRAPHY Counter mapping of space, place & memory Joy Enomoto LIS 601 Spring 2016 Professor Vanessa Irvin Bibliographic Research Plan Joy Enomoto LIS 601: Bibliographic Research Plan Table of Contents Introduction…………………………………………………………………………….2 Audience………………………………………………………………………...2 Reference Source.……………………………………………………………....3 Citation Style & Coding Key…………………………………………………..3 Search Strategy…………………………………………………………………………3 Subject Headings……………………………………………………….4 LC Call Numbers……….……………………………………………....4 Search Terms…….……………………………………………………..5 Boolean Expressions.………….………………………………………..5 Natural Language Strings ……………………………………………..5 Search Process.………………………………………………………………………….6 OPACS ………………………………………………………………………….6 Databases and Indexes …………………………………………………………6 Web Resources..…………………………………………………………………8 Conclusion .…………………………………………………………………………...…8 Works Cited..…………………………………………………………………………..10 Appendix I: Annotated Bibliography .……………………………………………….13 Critical Cartograph. ..…………………………………………………………13 Indigenous Cartography.……………………………………….……………..13 Art Mapping..…………………………………………………………………..14 Cognitive Mapping ……………………………………………………………15 Appendix II: Search Term Relevancy Chart..……………………………………….16 1 Joy Enomoto LIS 601: Bibliographic Research Plan Introduction Critical Cartography is a dynamic, cross disciplinary field of study that challenges traditional cartographers by pushing against the supposition that maps are objective representations of real space and instead calls “into question the presumptions of professional cartography, “professional cartography” referring at once to official map- making, the dominant map houses, and academic cartography” (Krygier and Wood 3). Drawing from postmodernist philosophers, such as Foucault, during the late 1980s and early 1990s, advocates of critical cartography set out to reveal “the ‘hidden agendas of cartography’ as tools of socio-spatial power” (Einat 1). Critical cartography puts forward new mapping practices, known as counter-mapping. Counter-mapping refers to any map- making processes that challenge the formal maps of the state. This includes Indigenous cartography or ethnocartography, art mapping and cognitive mapping. Indigenous cartography, sometimes referred to as ethnocartography refers to non-western mapping practices created from the perspective of Indigenous peoples and running challenging colonial assertions over land claims. Art mapping is “nothing less than the remaking of the world” (Krygier and Wood 10). The remapping of the social, cultural or linguistic space challenges the entire notion of the professional map and asserts a new form of what is real. Visual artists often create new maps from traditional maps or do away with their boundaries all together. Cognitive Mapping or mental mapping “refers to the ways in which people comprehend, learn, remember, record and articulate their experiences in the physical environment” (Einat 1). Critical cartography moves the map beyond the realm of an object and into a space for complex critical thinking in regards to understanding our world. As such, the develop- ment of critical maps are often used as tools for activists and those committed to social justice pursuing a new narrative counter to colonial descriptions of space, time and memory. Audience This research plan was designed to serve researchers in the field of cartography, human geography, Indigenous studies, visual art and art history, border studies, political science, American studies and other related social sciences. This plan may also serve librarians working with map collections and georeferencing tools. The core of the sources would best serve faculty and students of the University of Hawaii at Mānoa (UHM), but it is broad enough in scope for this interested in pursuing this field outside of the university. 2 Joy Enomoto LIS 601: Bibliographic Research Plan Reference Sources For background information on the field of Critical Cartography and its related fields, there were several reference sources that I consulted through Hamilton Library: Harley, J. B., and Woodward, David. The History of Cartography. Chicago: U of Chicago, 1987. Print. (Call Number: GA201 .H53 1987 ). This two volume set, whose initial volume was published in 1987 was followed by three books compiling the second volume that were released in piece meal over the next 11 years. This collection sets out to define a new set of relationships between maps and the physical world and repositioning at the heart of cultural life and society. Kitchin, Rob, and Freundschuh, Scott. Cognitive Mapping : Past, Present, and Future. London ; New York: Routledge, 2000. Print. (Call Number: BF314 .K58 2000). This book provides a good overview of the origin of the subject area of cognitive mapping, contemporary discussions and the directions this type of spatial interrogation is headed. Scott, Clay, Warren, Alvin, Enote, Jim, and Indigenous Communities Mapping Initiative. Mapping Our Places : Voices from the Indigenous Communities Mapping Initiative. Berkeley, CA: The Initiative, 2005. Print. (Call Number: E98.F6 M22 2005 Library Use Only). This text discusses the use of oral histories, dreams and story telling as a method of way- finding through an Indigenous world view. Pitzl, Gerald R. Encyclopedia of Human Geography. Westport, Conn.: Greenwood Pub., 2004. Print. (Call Number: GF4 .P58 2004 Library Use Only) This encyclopedia discusses all the ways in which humans interact and provides overviews for critical cartography, indigenous mapping and cognitive mapping. Citation Style & Coding Key All citations in this bibliographic research plan follow the guidelines of the MLA Handbook for Writers of Research Papers (7th edition). The coding key for this project primarily utilized key word search terms (KW) in lower case and in quotes, keywords with Boolean operators (AND OR NOT) will be in mixed case with the Boolean operators in caps. Controlled vocabulary (CV) search terms in all caps. 3 Joy Enomoto LIS 601: Bibliographic Research Plan Search Strategy I applied the coding key as previously stated and used the Library of Congress Classification Outline to determine subject headings, their subclasses and call numbers. Since this research plan caters primarily to the UHM and academic libraries, I did not use Dewey Decimal classifications in my search. I also did not include subject headings that included literary mapping which would have made the scope too broad and taken away from the focus of spatial criticism and applied mapping practice. Subject Headings Library of Congress (LC) To locate Library of Congress subject headings and call numbers I rely on the Library of Congress Classification Outline. I began with the subject of Geography and narrowed the terms from this point. Subject headings: GEOGRAPHY MAPS MATHEMATICAL GEOGRAPHY COUNTER MAPPING CARTOGRAPHY INDIGENOUS MAPPING CARTOGRAPHY - HISTORY COGNITIVE MAPS (PSYCHOLOGY) ETHNOCARTOGRAPHY MENTAL MAPPING POLITICAL GEOGRAPHY ART MAPS LC Call Numbers These call numbers provide the ranges for searches in Critical Cartography and it sub- headings. GA MATHEMATICAL GEOGRAPHY. CARTOGRAPHY GA 101-1776 CARTOGRAPHY GA 125-155 MAP DRAWING, MODELING, PAINTING, READING, ETC. GA 197.5N-198 CARTOGRAPHERS GA 300 - 325 WORLD MAPS, GENERAL ATLAS, ETC. GA 341- 1776 MAPS. BY REGION OR COUNTRY GN ANTHROPOLOGY GN 301-674 ETHNOLOGY. SOCIAL AND CULTURAL ANTHROPOLOGY GN 357-367 CULTURAL AND CULTURAL PROCESSES INCLUDING SOCIAL CHANGE, STRUCTURALISM, ETC. BF PSYCHOLOGY BF 309-499 CONSCIOUSNESS. COGNITION INCLUDING LEARNING, ATTENTION, COMPREHENSION, MEMORY,IMAGINATION, GENIUS, INTELLIGENCE, THOUGHT AND THINKING,PSYCHOLINGUISTICS, MENTAL FATIGUE E HISTORY OF AMERICAS 4 Joy Enomoto LIS 601: Bibliographic Research Plan E 11-143 AMERICA JC319-323 POLITICAL GEOGRAPHY N VISUAL ARTS N300-7418 HISTORY N7560-8266 SPECIAL SUBJECTS AS ART Search Terms Instructions The coding key to delineate between the difference between terms are keyword searches in lower case, Boolean expressions have a mixed case combining keywords in lower case and Boolean term in all caps (AND OR NOT). Natural language strings are lower case and in quotes to set them apart. ? are used for truncation purposes to allow for variations. Keywords The following are keywords related to critical cartography or counter mapping. These terms are helpful for database searches. Some terms have ? marks for truncation to allow for variants in the term. cartograph? (cartography, cartographer, cartographic) critical Indigen? (indigenous, indigeneity) map cognit? (cognition, cognitive) map critical cartography counter mapping mental mapping ethnocartography art mapping indigenous cartography Boolean Expressions cartography AND art critical cartography NOT literary critical cartography OR counter mapping cartography AND (criticism OR counter) Indigenous AND map map? NOT literary AND indigenous art AND cartography AND power Natural Language Strings “indigenous counter mapping” “mapping empire” “map as art” “indigenous critical cartography” “deconstructing the map” “what is critical cartography” 5 Joy Enomoto LIS 601: Bibliographic Research Plan Search Process OPACS (Online Public Access Catalogs) UH Voyager I conducted the majority of my searches through Voyager since this bibliographic plan caters to UH Mānoa students. The site yielded a great number of titles on indigenous cartography and counter mapping. However, I realized that because critical cartography is not an LC subject
Recommended publications
  • Maps and Protest Martine Drozdz

    Maps and Protest Martine Drozdz

    Maps and Protest Martine Drozdz To cite this version: Martine Drozdz. Maps and Protest. International Encyclopedia of Human Geography, Elsevier, pp.367-378, 2020, 10.1016/B978-0-08-102295-5.10575-X. hal-02432374 HAL Id: hal-02432374 https://hal.archives-ouvertes.fr/hal-02432374 Submitted on 16 Jan 2020 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Martine Drozdz LATTS, Université Paris-Est, Marne-la-Vallée, France 6-8 Avenue Blaise Pascal, Cité Descartes, 77455 Marne-la-Vallée, Cedex 2, France martine.drozdz[at]enpc.fr This article is part of a project that has received funding from the European Research Council (ERC) under the Horizon 2020 research and innovation programme (Grant agreement No. 680313). Author's personal copy Provided for non-commercial research and educational use. Not for reproduction, distribution or commercial use. This article was originally published in International Encyclopedia of Human Geography, 2nd Edition, published by Elsevier, and the attached copy is provided by Elsevier for the author's benefit and for the benefit of the author's institution, for non-commercial research and educational use, including without limitation, use in instruction at your institution, sending it to specific colleagues who you know, and providing a copy to your institution's administrator.
  • Issue Mapping, Ageing, and Digital Methods

    Issue Mapping, Ageing, and Digital Methods

    1. Introduction: Issue mapping, ageing, and digital methods 1.1 Issue mapping Stakeholders, students, issue professionals, workshop participants, practitioners, advocates, action researchers, activists, artists, and social entrepreneurs are often asked to make sense of the social issues that concern and affect the organizations and projects they are involved with. In doing so, they have to cope with information sources both aggregated and disaggregated, where opposing claims clash and where structured narratives are unavailable, or are only now being written. At the same time, the issues must be analysed, for they are urgent and palpable. The outcomes of the projects also need to be communicated to the various publics and audiences of their work. These issue analysts employ a wide range of strategies and techniques to aid in making sense of the issues, and communicating them, and as such they undertake, in one form or another, what we call ‘issue mapping’. In a small workshop setting, the analysts may draw dots and lines on a whiteboard, and annotate them with sticky notes and multicoloured markers, in order to represent actors, connections, arguments and positions. At the sign-in table, at a barcamp, hundreds of activists write down on a large sheet of paper the URLs of their organizations or projects, forming a long list that is typed into the computer for the mapping to proceed. Analysts will harvest the links between the websites, and put up a large map for the participants to pore over and annotate. The attendees will ask questions about the method behind the mapping, and also how their nodes can become larger and less peripheral.
  • Information Visualization Lecture 5

    Information Visualization Lecture 5

    Information Visualization Lecture 5 IVIS15 Skylike (link to project, link to video) Mario Romero 2016/02/02 Proposal for Skylike IVIS15 Skylike proposal on Feb 13, 2015: “make night sky constellations from your network of friends.” 2016-02-02 IVIS16 L5 2 Feedback to Proposal: link to presentation PDF Diana, Andrés, Willie, Tomáš, Johanna: Your proposal is ambitious in some aspects and unclear in others. It is ambitious in its plan to compute constellations from network graphs. What is a constellation mathematically? You will need graph theory, a sophisticated data transformation. How many stars and links for a typical constellation? Why? Are there families of constellations? How do you represent the constellations within the network? What are the view transformations? How do you provide overview, zooming, filtering, details on demand? You need to focus. Who is your user? What are the tasks? Where do you get your raw data? You need refine your ideas. Using the 4K screen with the kinect may work. 2016-02-02 IVIS16 L5 3 Skylikes feedback to ”Hello World” Demo Diana, Andrés, Willie, Tomáš, Johanna: Your choice of focusing on Goodreads is wise. Your Hello World demo worked very well and it gave your classmates a concrete opportunity to provide actionable feedback. Good work. Your challenge remains the graph theory to compute reasonable constellations in the number of stars and edges and their location. For example, should you strive for planar graphs? How many nodes and edges? Where do you place the cut off? Also, you have to think about your query system and the permanence of the constellations across users, sessions, and networks of friends.
  • 1. Cartography: the Development and Critique of Maps and Mapmaking

    1. Cartography: the Development and Critique of Maps and Mapmaking

    1. Cartography: the development and critique of maps and mapmaking Maps ‘are once again in the thick of it’ for critical social theorists, artists, literary critics and cultural geographers, but also in a very different way for planners, GIS researchers and scientists. Art and science offer different cartographic explanations. There are profound differences between those who research mapping as a practical form of applied knowledge, and those who seek to critique the map and the mapping process. (Perkins 2003: 341-342) Cartography is the study of maps and map-making. Classically, it focused on the art of the map-maker; today it includes the history of maps and their use in society. A map, as defined by the International Cartographic Association (2009), is ‘a symbolised image of geographical reality, representing selected features or characteristics, resulting from the creative effort of its author's execution of choices, and is designed for use when spatial relationships are of primary relevance’. While this definition eloquently indicates the varying constructions of maps, leading to the different ways maps are conceptualised and produced within society, its basic premise -- that a map is first and foremost ‘a symbolised image of a geographical reality’ -- has been challenged with the rise of a critical cartography/geography. Taking this definition as a starting premise, this chapter will seek to illustrate the ‘creativity’ and ‘selectivity’ of maps through a brief history of cartography, before embarking in later sections on a more critical analysis of the debates that surround the subject. The primary goal here is to understand the lessons that can be drawn from the historical development of cartography in a bid to assist contemporary criminologists in the development of more appropriate questions about maps and ultimately the process of crime mapping itself.
  • Exploring GIS and Maps As a Teaching Tool for Social Change

    Exploring GIS and Maps As a Teaching Tool for Social Change

    273 Maps, Mapmaking, and Critical Pedagogy: Exploring GIS and Maps as a Teaching Tool for Social Change Denise Pacheco University of California, Los Angeles Graduate School of Education and Information Studies Veronica Nelly Velez University of California, Los Angeles Graduate School of Education and Information Studies I was nervous standing in front of my family, over one hundred community members, and the Pasadena School Board.1 I checked and double-checked my computer, power point slides, and notes one last time. The GIS maps I had spent months creating were ready to go—but was I? I gazed out into the audience at each one of the parents, students, and community members. Their lives and struggles were embedded in these maps that visually portrayed how race has shaped the demographics and opportunities available in Pasadena schools over the last fifty years. Yet, I knew as I looked out at the hopeful faces of my community that this information could not stand alone. Today the burden was on me to give a voice to the maps and to narrate a story of how parents and students experienced racism in Pasadena schools. Not only was I using statistical data to argue that the spaces students occupy in public and private schools within our “City of Roses” are heavily racialized, I was also telling an important counter-story of possibility. It was conveying the complexity of so many people’s experiences that made me the most nervous. Who was I to speak for so many? 274 SEATTLE JOURNAL FOR SOCIAL JUSTICE Slowly I began, explaining map after map.
  • Current Strategies for Reducing Recidivism

    Current Strategies for Reducing Recidivism

    CURRENT STRATEGIES FOR REDUCING RECIDIVISM LISE MCKEAN, PH.D. CHARLES RANSFORD CENTER FOR IMPACT RESEARCH AUGUST 2004 ACKNOWLEDGEMENTS PROJECT FUNDER Chicago Community Organizing Capacity Building Initiative PROJECT PARTNERS Developing Justice Coalition Coalition Members ACORN Ambassadors for Christ Church Brighton Park Neighborhood Council Chicago Coalition for the Homeless Community Renewal Society Developing Communities Project Foster Park Neighborhood Council Garfield Area Partnership Global Outreach Ministries Inner-City Muslim Action Network Northwest Neighborhood Federation Organization of the North East Protestants for the Common Good SERV-US Southwest Organizing Project Target Area Development Corp. West Side Health Authority Center for Impact Research Project Staff Lise McKean, Ph.D., Project Director Charles Ransford 2 TABLE OF CONTENTS EXECUTIVE SUMMARY……………………………………………… 4 INTRODUCTION …………………………...……………………….. 8 STUDY DESIGN……………………………………………………… 9 DEFINING RECIDIVISM……………………………………………… 11 FINDINGS ON PROGRAMS ………………………………………….. 15 Treatment Programs………………………………………….. 15 Educational Programs……………………………………....... 18 Employment Programs………………………………………. 19 Other Types of Programs……………………………….......... 21 RECOMMENDATIONS …………..…………………………………… 24 APPENDIX…..………………………………………………………. 27 3 CURRENT STRATEGIES FOR REDUCING RECIDIVISM Lise McKean, Ph.D., and Charles Ransford Center for Impact Research August 2004 EXECUTIVE SUMMARY Recidivism is the relapse into criminal activity and is generally measured by a former prisoner’s return to prison for a new offense. Rates of recidivism reflect the degree to which released inmates have been rehabilitated and the role correctional programs play in reintegrating prisoners into society. The rate of recidivism in the U.S. is estimated to be about two-thirds, which means that two-thirds of released inmates will be re-incarcerated within three years. High rates of recidivism result in tremendous costs both in terms of public safety and in tax dollars spent to arrest, prosecute, and incarcerate re-offenders.
  • The Language of Spatial ANALYSIS CONTENTS

    The Language of Spatial ANALYSIS CONTENTS

    The Language of spatial ANALYSIS CONTENTS Foreword How to use this book Chapter 1 An introduction to spatial analysis Chapter 2 The vocabulary of spatial analysis Understanding where Measuring size, shape, and distribution Determining how places are related Finding the best locations and paths Detecting and quantifying patterns Making predictions Chapter 3 The seven steps to successful spatial analysis Chapter 4 The benefits of spatial analysis Case study Bringing it all together to solve the problem Reference A quick guide to spatial analysis Additional resources FOREWORD Watching the GIS industry grow for more than 25 years, I have seen innovation in the problems we solve, the people we can reach through technology, the stories we tell, and the decisions that help make our organizations and the world more successful. However, what has not changed is our longstanding goal to better understand our world through spatial analysis. Traveling the world I have met people from many diverse cultures who work in a wide range of industries. However, as I listen to their mission and challenges, there is a common pattern: we all speak the same language—it is the language of spatial analysis. This language consists of a core set of questions that we ask, a taxonomy that organizes and expands our understanding, and the fundamental steps to spatial analysis that embody how we solve spatial problems. I encourage each of you to learn and communicate to the world the power of spatial analysis. Learn the definition, learn the vocabulary and the process, and most important, be able to speak this language to the world.
  • A Curriculum Guide

    A Curriculum Guide

    FOCUS ON PHOTOGRAPHY: A CURRICULUM GUIDE This page is an excerpt from Focus on Photography: A Curriculum Guide Written by Cynthia Way for the International Center of Photography © 2006 International Center of Photography All rights reserved. Published by the International Center of Photography, New York. Printed in the United States of America. Please credit the International Center of Photography on all reproductions. This project has been made possible with generous support from Andrew and Marina Lewin, the GE Fund, and public funds from the New York City Department of Cultural Affairs Cultural Challenge Program. FOCUS ON PHOTOGRAPHY: A CURRICULUM GUIDE PART IV Resources FOCUS ON PHOTOGRAPHY: A CURRICULUM GUIDE This section is an excerpt from Focus on Photography: A Curriculum Guide Written by Cynthia Way for the International Center of Photography © 2006 International Center of Photography All rights reserved. Published by the International Center of Photography, New York. Printed in the United States of America. Please credit the International Center of Photography on all reproductions. This project has been made possible with generous support from Andrew and Marina Lewin, the GE Fund, and public funds from the New York City Department of Cultural Affairs Cultural Challenge Program. FOCUS ON PHOTOGRAPHY: A CURRICULUM GUIDE Focus Lesson Plans Fand Actvities INDEX TO FOCUS LINKS Focus Links Lesson Plans Focus Link 1 LESSON 1: Introductory Polaroid Exercises Focus Link 2 LESSON 2: Camera as a Tool Focus Link 3 LESSON 3: Photographic Field
  • Classroom Activity Pictorial Language: Mesoamerican Reading

    Classroom Activity Pictorial Language: Mesoamerican Reading

    Classroom Activity Pictorial Language: Mesoamerican Reading and Writing ______________________________________________________________________________________________________ Enduring Understanding The basic unit of pictorial language is the pictogram, a graphic symbol that represents an idea or concept. Pictorial language, although an ancient tradition, is still employed in colloquialisms today. Grades K–12 Time One class period Visual Art Concepts Symbol, meaning, representation, communication, Materials Paper and pencils. Optional: colored pencils Talking about Art Pictorial language, or an ideographic writing system is a method of communication based on the ideogram/pictogram. An ideogram is a symbol that represents an idea or concept, while a pictogram conveys meaning through realistic resemblance. These symbols, unique to every ancient civilization, formed a hieroglyphic dictionary for Mesoamerican scribes. Much of the history of Mesoamerica can be traced through their pictorial language, independently developed around 950 and widely adopted throughout southern Mexico by 1300. It was used to record and preserve the history, genealogy, and mythology of Mixtec, Nahua, and Zapotec cultures and appears most prominently in painted books called codices. (For more information about codices and for tips on how to create one, see the accompanying lesson plan Create Your Lord Eight Deer Own Codex.) View and discuss the Codex Nuttal, Mexico, Western Oaxaca, 15th–16th century. What is going on here? Who are the characters? What is the setting? What action is taking place? How did the scribe or artist use line, shape, space, color, and composition to tell the story? This codex tells the story of Lord Eight Deer, an epic Mixtec conqueror and cult hero who lived between 1063 and 1115.
  • Spatial Analysis, Modelling and Planning

    Spatial Analysis, Modelling and Planning

    Edited by Jorge Rocha and José António Tenedório Spatial Analysis, Modelling and Planning New powerful technologies, such as geographic information systems (GIS), have been evolving and are quickly becoming part of a worldwide emergent digital infrastructure. Spatial analysis is becoming more important than ever because enormous volumes of Spatial Analysis, spatial data are available from different sources, such as social media and mobile phones. When locational information is provided, spatial analysis researchers can use it to calculate statistical and mathematical relationships through time and space. Modelling and Planning This book aims to demonstrate how computer methods of spatial analysis and modeling, integrated in a GIS environment, can be used to better understand reality and give rise to more informed and, thus, improved planning. It provides a comprehensive discussion of Edited by Jorge Rocha and José António Tenedório spatial analysis, methods, and approaches related to planning. ISBN 978-1-78984-239-5 Published in London, UK © 2018 IntechOpen © eugenesergeev / iStock SPATIAL ANALYSIS, MODELLING AND PLANNING Edited by Jorge Rocha and José António Tenedório SPATIAL ANALYSIS, MODELLING AND PLANNING Edited by Jorge Rocha and José António Tenedório Spatial Analysis, Modelling and Planning http://dx.doi.org/10.5772/intechopen.74452 Edited by Jorge Rocha and José António Tenedório Contributors Ana Cristina Gonçalves, Adélia Sousa, Lenwood Hall, Ronald Anderson, Khalid Al-Ahmadi, Andreas Rienow, Frank Thonfeld, Nora Schneevoigt, Diego Montenegro, Ana Da Cunha, Ingrid Machado, Lili Duraes, Stefan Vilges De Oliveira, Marcel Pedroso, Gilberto Gazêta, Reginaldo Brazil, Brooks C Pearson, Brian Ways, Valentina Svalova, Andreas Koch, Hélder Lopes, Paula Remoaldo, Vítor Ribeiro, Toshiaki Ichinose, Norman Schofield, Fred Bidandi, John James Williams, Jorge Rocha, José António Tenedório © The Editor(s) and the Author(s) 2018 The rights of the editor(s) and the author(s) have been asserted in accordance with the Copyright, Designs and Patents Act 1988.
  • LIBRARY DATABASES AZ Academic Search Complete

    LIBRARY DATABASES AZ Academic Search Complete

    ALL LIBRARY DATABASES A-Z Academic Search Complete (one of the world’s largest databases of academic journals and magazines on all subjects) Agricola (citations to articles, but NOT full-text articles, from agriculture-related documents) Alt HealthWatch (journals and pamphlets focusing on holistic and integrated approaches to health care) Applied Science & Technology Full Text (nearly 800 journals dealing with a wide variety of applied science specialties, such as engineering and information science) Art Full Text (hundreds of journals, many of them including complete articles, covering art history, interior design, photography, and film) Biography in Context (information about notable people, both contemporary and historical, from a wide range of sources, such as biographical dictionaries, magazines, newspapers, and academic journals) Biography Index Past and Present (information about notable people primarily from magazine articles; generally provides only citations, but occasionally includes full-text articles) Biography Reference Bank (information about notable people from periodical articles and biographical dictionaries) Biological & Agricultural Index Plus (almost 400 journals, over 100 of them including full-text articles, covering all aspects of biology and agriculture) BioOne Complete (full-text articles from over 200 biology journals) Bloom’s Literature (information on literature primarily from high school textbooks and academic books) Book Review Digest Plus (full-text reviews as well as citations to book reviews appearing
  • What Stories Do Maps Tell?

    What Stories Do Maps Tell?

    1 Mapping Place What stories do maps tell? A spatial justice curriculum exploring stories of place through reading, questioning and creating maps Created by: Raquel Vigil, Rachel Mewes, Shuang Chen, Maya Elliott 2 Table of Contents Rationale 2 Why Maps? 2 Philosophy 4 Spatial thinking 4 Student led inquiry & the role of the teacher 5 Social Relevance 6 Applying the Standards 11 Goals 13 Types of Understanding 14 Unit Specific Content, Skills and Understandings goals 15 Cross Curricular Skills 18 Addressing the Whole Learner and Diverse Learners 18 Organization 20 Integrative Design 21 Negotiated Learning: Our Introductory Unit 22 Project-based Learning: Our Culminating Unit 23 Why field trips? 23 Timeline 25 Unit Overviews and Lesson Plans 27 Unit 1 27 Lesson Title: Who Are We? 30 Unit 2 36 Lesson Title: Mapping NYC 39 Unit 3 50 Lesson Title: Sound mapping 53 Unit 4 60 Lesson Title: Redlining and How We Got Here 62 Unit 5 69 Lesson Title: Asset Mapping Our Classroom 71 Assessment 80 Formative Assessments 81 Summative Assessment 84 Final Project Requirements & Rubric 86 Learning Bank 91 Annotations 116 Annotated list of Resources and Materials 116 Glossary 120 Appendix A: Annotated Bibliography 123 Appendix B: References 133 Appendix C: Unit Lesson Plan Worksheets 137 Unit 1 137 Unit 2 139 Unit 3 145 3 Unit 4 152 4 Rationale Why Maps? Our theories on mapping emphasize the merging of critical cartography (Crampton, 2010) and critical spatial theories (Lefebvre, 1991; Massey, 1994; Soja, 1989; 2010). Crampton (2010) underscores four principles that identifies shared practices. He write both challenges unexamined assumptions of representations of place, offers spatial and historical understandings of place, examines power, and finally provides an emancipatory process (p.17).