Abstract
Abstract. Curricula in human geography and GIS can integrate open-source GIS with critical human geography, moving beyond a curricular divide between critical human geography and technical GIS. This integration requires significant transformation of GIS curricula, requires students to simultaneously develop fundamental knowledge of both GIS and human geography to critically address spatial problems in society, and calls for transformation of GIS technology itself. The curriculum is transformed to teach GIS fundamentals experimentally through video tutorials and handouts, teach GIS problem-solving with error detection and debugging skills, teach human geography concepts by reading and replicating research papers, and apply critical human geography concepts and open-source GIS techniques to solve novel problems. Students develop skills in assessing error and uncertainty in GIS, applying GIS to solve human geography problems, and questioning the powerful interactions between politics, economics, and geospatial technologies. GIS technology is transformed as instructors develop software features to facilitate human geography inquiry for novice GIS students and students apply their new problem-solving skills to identify bugs and consider new GIS features.
Highlights
Previous reviews of GIS curricula have found a divide between critical human geography and GIS
The ethos of free source code access anddistribution implies that open GIS can be applied and repurposed without the restrictions of expensive licenses or rigidly encoded modes of knowledge representation and decision-making, alleviating concerns amongst critical GIS scholars working with qualitative data (Cope and Elwood, 2009; Garnett and Kanaroglou, 2016) and in contexts of
I have proposed that teaching critical human geography with open-source GIS has the potential to make the GIS lab into a space for transformation of curricula, of students, and of critical and open GIS research
Summary
Previous reviews of GIS curricula have found a divide between critical human geography and GIS The ethos of free source code access and (re)distribution implies that open GIS can be applied and repurposed without the restrictions of expensive licenses or rigidly encoded modes of knowledge representation and decision-making, alleviating concerns amongst critical GIS scholars working with qualitative data (Cope and Elwood, 2009; Garnett and Kanaroglou, 2016) and in contexts of. Following Coetzee and others (2018), I discuss how this effort has transformed GIS curricula, and the students and open GIS itself
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