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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
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. -
The Dialectic of Freedom 1St Edition Pdf Free Download
THE DIALECTIC OF FREEDOM 1ST EDITION PDF, EPUB, EBOOK Maxine Greene | 9780807728970 | | | | | The Dialectic of Freedom 1st edition PDF Book She examines the ways in which the disenfranchised have historically understood and acted on their freedom—or lack of it—in dealing with perceived and real obstacles to expression and empowerment. It offers readers a critical opportunity to reflect on our continuing ideological struggles by examining popular books that have made a difference in educational discourse. Professors: Request an Exam Copy. Major works. Max Horkheimer Theodor W. The latter democratically makes everyone equally into listeners, in order to expose them in authoritarian fashion to the same programs put out by different stations. American Paradox American Quest. Instead the conscious decision of the managing directors executes as results which are more obligatory than the blindest price-mechanisms the old law of value and hence the destiny of capitalism. Forgot your password? There have been two English translations: the first by John Cumming New York: Herder and Herder , ; and a more recent translation, based on the definitive text from Horkheimer's collected works, by Edmund Jephcott Stanford: Stanford University Press, Learn how to enable JavaScript on your browser. Peter Lang. The truth that they are nothing but business is used as an ideology to legitimize the trash they intentionally produce. Archetypal literary criticism New historicism Technocriticism. The author concludes with suggestions for approaches to teaching and learning that can provoke both educators and students to take initiatives, to transcend limits, and to pursue freedom—not in solitude, but in reciprocity with others, not in privacy, but in a public space. -
Citation Abstract
Citation # I.1 Wokabi, F.G. (?). Critical thinking triad as a model for enhancing the quality and relevance of higher education in Kenya. (Paper). Kenyatta University, Department of Philosophy, Nairobi, Kenya. 1-11. [PDF+] URL http://www.daad.de/de/download/alumni/veranstaltungen/06_11_06/Presented%20papers/Copy%20of%20Francis%20Gikonyo.pdf Abstract Introduction: The purpose of this paper is to show the significance of the Critical Thinking Triad in enhancing the quality and relevance of higher education in Kenya. In order to pursue this goal, it is necessary to clarify the key concepts that inform this paper namely: Education, Quality, Relevance, Critical Thinking, and Critical Thinking Triad. The analytical dimension of critical thinking involves identifying the fundamental structures or elements of any form of thinking. Thought comprises of parts namely: purposes, questions, points of view, information, inferences, concepts, implications, and assumptions. (Paul and Elder, 2001: 50). The evaluative dimension of critical thinking comprises of universal intellectual standards that are useful in assessing the quality of thought. They include: clarity, accuracy, precision, relevance, depth, breadth, logicalness, significance, and adequacy among others (Paul and Elder, 2002:98). Quotes -The conceptual framework that informs the paper is Paul and Elder’s (2002) conception of Critical Thinking. Referenced From Paul, R. 1995. Critical Thinking: How to Prepare Students for a Rapidly Changing World. California: Foundation for Critical Thinking. Paul, R. and Elder, L. 2001. Critical Thinking: Tools for Taking Charge of Your Learning and Your Life. Upper Saddle River, N.J.: Prentice Hall. Paul, R. and Elder, L.2002. Critical Thinking: Tools for Taking Charge of Your Professional and Personal Life. -
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
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. -
Black Feminism Reimagined After Intersectionality Jennifer C. Nash
black feminism reimagined after intersectionality jennifer c. nash next wave New Directions in Women’s Studies A series edited by Inderpal Grewal, Caren Kaplan, and Robyn Wiegman jennifer c. nash black feminism reimagined after intersectionality Duke University Press Durham and London 2019 © 2019 Duke University Press All rights reserved Printed in the United States of America on acid- free paper ∞ Designed by Courtney Leigh Baker and typeset in Whitman and Futura by Graphic Composition, Inc., Bogart, Georgia Library of Congress Cataloging- in- Publication Data Names: Nash, Jennifer C., [date] author. Title: Black feminism reimagined : after intersectionality / Jennifer C. Nash. Description: Durham : Duke University Press, 2019. | Series: Next wave | Includes bibliographical references and index. Identifiers: lccn 2018026166 (print) lccn 2018034093 (ebook) isbn 9781478002253 (ebook) isbn 9781478000433 (hardcover : alk. paper) isbn 9781478000594 (pbk. : alk. paper) Subjects: lcsh: Womanism—United States. | Feminism— United States. | Intersectionality (Sociology) | Feminist theory. | Women’s studies—United States. | Universities and colleges— United States—Sociological aspects. Classification: lcc hq1197 (ebook) | lcc hq1197 .n37 2019 (print) | ddc 305.420973—dc23 lc record available at https://lccn.loc.gov/2018026166 cover art: Toyin Ojih Odutola, The Uncertainty Principle, 2014. © Toyin Ojih Odutola. Courtesy of the artist and Jack Shainman Gallery, New York. contents Acknowledgments vii introduction. feeling black feminism 1 1. a love letter from a critic, or notes on the intersectionality wars 33 2. the politics of reading 59 3. surrender 81 4. love in the time of death 111 coda. some of us are tired 133 Notes 139 Bibliography 157 Index 165 acknowledgments Over the course of writing this book, I moved to a new city, started a new job, and welcomed a new life into the world. -
01 Titlepage
Systems, Contexts, Relations: An Alternative Genealogy of Conceptual Art A thesis submitted to Middlesex University in partial fulfilment of the requirements for the degree of Doctor of Philosophy Luke Skrebowski Centre for Research in Modern European Philosophy/History of Art and Design Middlesex University September 2009 Acknowledgments I would like to thank the following people: Professor Peter Osborne; Professor Jon Bird; the staff and students of the Centre for Research in Modern European Philosophy, Middlesex University; Hans Haacke; Mel Bochner; Chris and Jane Skrebowski; Suzi Winstanley. The research and writing of this thesis were supported by an AHRC Doctoral Award and a Gabriel Parker Travel Bursary from Middlesex University. i Abstract Recent scholarship has revisited conceptual art in light of its ongoing influence on contemporary art, arguing against earlier accounts of the practice which gave a restricted account of its scope and stressed its historical foreclosure. Yet conceptual art remains both historically and theoretically underspecified, its multiple and often conflicting genealogies have not all been convincingly traced. This thesis argues for the importance of a systems genealogy of conceptual art—culminating in a distinctive mode of systematic conceptual art—as a primary determinant of the conceptual genealogy of contemporary art. It claims that from the perspective of post-postmodern, relational and context art, the contemporary significance of conceptual art can best be understood in light of its “systematic” mode. The distinctiveness of contemporary art, and the problems associated with its uncertain critical character, have to be understood in relation to the unresolved problems raised by conceptual art and the implications that these have held for art’s post-conceptual trajectory. -
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). -
The Routledge Dictionary of Literary Terms
The Routledge Dictionary of Literary Terms The Routledge Dictionary of Literary Terms is a twenty-first century update of Roger Fowler’s seminal Dictionary of Modern Critical Terms. Bringing together original entries written by such celebrated theorists as Terry Eagleton and Malcolm Bradbury with new definitions of current terms and controversies, this is the essential reference book for students of literature at all levels. This book includes: ● New definitions of contemporary critical issues such as ‘Cybercriticism’ and ‘Globalization’. ● An exhaustive range of entries, covering numerous aspects to such topics as genre, form, cultural theory and literary technique. ● Complete coverage of traditional and radical approaches to the study and production of literature. ● Thorough accounts of critical terminology and analyses of key academic debates. ● Full cross-referencing throughout and suggestions for further reading. Peter Childs is Professor of Modern English Literature at the University of Gloucestershire. His recent publications include Modernism (Routledge, 2000) and Contemporary Novelists: British Fiction Since 1970 (Palgrave, 2004). Roger Fowler (1939–99), the distinguished and long-serving Professor of English and Linguistics at the University of East Anglia, was the editor of the original Dictionary of Modern Critical Terms (Routledge, 1973, 1987). Also available from Routledge Poetry: The Basics Who’s Who in Contemporary Jeffrey Wainwright Women’s Writing 0–415–28764–2 Edited by Jane Eldridge Miller Shakespeare: The Basics 0–415–15981–4 -
The Work of Fredric Jameson
CRITICAL =CHANCE #t 4 : Fall 1983 The Work of Fredric Jameson General Editor's Preface . JAMES J. SOSNOSKI .....................................11 Introduction STEVE NIMIS ........................................... iii Bibliography of Fredric Jameson ............................................. v ItThe Ideological Analysis of Spacet1 FREDRIC JAMESON ........................................ 1 "Does Jameson Have Any Use For Allegory?" CAROL P. JAMES ........................................I 6 "The Jam son Ef feett1 JAMES H. KAVANAUCH ....................................29 'IThe Political Unconscious of Jameson ' s The Political Unconscious" JAMES IFFLAND ..........................................40 "The Marxism Ceconstruction Debate" MICHAEL RYAN ...........................................59 Critical Exchange is published by The Society for Critical Exchange, a not-for-profit corporation organized to encourage "Jameson and the Dialectical Use of CRnre Criticism" cooperative research in criticism and theory. JUNEHOWAARD ............................................ 70 Material published in Critical Exchange is copyrighted by the I1Imagining the Real: Jameson's Use of Lacan" MICHAEL CLARK.. .81 Society with rights re-assigned to authors upon publication. ....................................... For information write: James J. Sosnoski The Society for Critical Exchange "The Dialectic of Utopia and Ideology in Spanish P. 0. Box 475 Golden Age Poetry" Oxford, Ohio 45056 JOHN BEE% EY .........................................102 Funding support -
|||GET||| Critical Approaches to Security 1St Edition
CRITICAL APPROACHES TO SECURITY 1ST EDITION DOWNLOAD FREE Laura J Shepherd | 9781135127992 | | | | | Critical security studies It thus aims to help students to master major writings and thinking in the field, and to support their own MA dissertation projects. Details This module appears in the following module collections. Organized around a range of core concepts that have defined various critical approaches, the book guides the reader through a wide range of literature and debates. Boundaries Of Contagion: How Others see critical security studies as a distinct approach in its own right committed to emancipatory theory. Civic Discipline: Geography In Develop reasoned arguments, synthesise relevant information and exercise critical judgement. Notes Credit level 7. The module outlines the main traditional and critical approaches to security, discussing competing ideas and criticism on various theoretical approaches in the study of security. Gather, organise and deploy evidence, data and information from a variety of secondary and primary sources. You can help Wikipedia by expanding it. We use cookies to improve your experience on our site. Demonstrate a strong capacity to conduct independent research in the field of critical security and conflict analysis, integrating conceptual and empirical issues. With a careful explication of core concepts in each chapter and an introduction that traces the development of critical approaches to security, this textbook will encourage all those who engage with it to develop a curiosity about the study