Abstract
How might we teach undergraduate students about Indigenous geographies using historical maps? This paper describes processes associated with the bridging of a historical Kiowa map with computerized geographic information systems (GIS) and undergraduate geography curriculum. The authors applied an indigital framework as an approach for melding Indigenous and Western knowledge systems into a third kind of construct for teaching undergraduate students about historical/contemporary spatial issues. Indigital is the blending of Indigenous knowledge systems, such as storytelling, language, calendar keeping, dance, and songs, with computerized systems. We present an origin story about the indigitization of a historical Kiowa pictorial map, known as the Chál-ko-gái map, at the University of Missouri, USA. Undergraduate student engagement with the map resulted in new questions about Indigenous geographies, particularly map projections, place names, and the meaning of Kiowa symbols.
Highlights
How might we teach undergraduate students about Indigenous geographies using historical maps? For many scholars, maps are a good option
This paper describes processes associated with the bridging of a historical Kiowa map with computerized geographic information systems (GIS) and undergraduate geography curriculum
We describe the origin of the indigital Kiowa map used in the undergraduate curriculum in the Department of Geography at the University of Missouri by a professor who is a member of the Kiowa Tribe of Oklahoma
Summary
Indigital describes the creative merging of Indigenous knowledge systems with digital technologies [19,20,21,22]. If boundaries are permeable between ideas and concepts, they may come together and form something new, changing as ideas and concepts change Within such merging spaces can indigital constructs exist within the realm of relatedness. Cultural systems, such as language and technology, do not stand alone as dichotomous entities Rather, they merge together and can present the stories, views, ideas, and dreams of native peoples. One-way flows of knowledge are revealed when Cherokee or other Indigenous informants who provide place names to Apple, Microsoft, or Google realize that their own geographies are not represented Native communities may not be interested at all in indigital constructs, frameworks, or philosophy They may approach their knowledge and information far beyond the webs of digital technologies and the information economy.
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