Search

Pedagogies as Resistance: Teaching Geography in/during Troubled Times

Sessions - Calls for Participants


Pedagogies as Resistance: Teaching Geography in/during Troubled Times

‘Pedagogies of resistance’ has been defined and conceptualised in a variety of ways across diverse fields of study. It is most often linked to Paulo Freire’s concept of critical education, which aspires to develop in students the ability to “perceive critically the way they exist in the world with which and in which they find themselves” (1970, p. 64). In this sense, critical education helps make students aware of the social and ecological inequalities that structure their everyday lives and that are present in their communities, nations and globally. Pedagogies of resistance broadly aims to link education (the what, how and why of teaching) to the struggles for social and ecological justice. 

The Canadian Women and Geography (CWAG) study group invites proposals for a series of pedagogical workshops and/or sessions that address teaching pedagogies of resistance in both human and physical geography

Given our current context of the rise of white supremacy and homophobia, authoritarianism, neoliberal politics and climate change denial – alongside sensationalism, fake news, post-“truth”, and the other workings of a what Giroux (2018) has recently called the dis-imagination machine – it is critical to reflect on how we teach geography? More importantly, how do we teach geography in ways that challenge current oppressive politics and in doing so address the struggles for social justice, rights, and reconciliation as well as ecological justice?

We welcome proposals for workshops/sessions on pedagogy-related issues in both human and physical geography that explore ways of resisting current oppressive politics through teaching.

In organising this series of pedagogical workshops, CWAG aims to build on conversations from our two-day pre-IGU feminist geography conference held in August, which centered on the theme of practicing feminist geography in times that are troubled by recent ecological and societal changes.

 

Please send proposals to laura.shillington@johnabbott.qc.ca

 

Works cited

Freire, P. (1970). Pedagogy of the Oppressed. New York: Continuum.

Giroux, H. A. (2018). What Is the Role of Higher Education in the Age of Fake News? In Post-Truth, Fake News, edited by M. Peters, S. Rider, M. Hyvönen, & T. Besley (pp. 197-215). Springer, Singapore