Critical GIS as a tool for social transformation
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
When Critical GIS emerged in the 1990s and gained momentum in the 2000s, its potential for enabling progressive social change generated considerable excitement. By combining the powers of mapping, information technologies, and critical social theory, it promised new possibilities for acting upon the growing social contradictions of the neoliberal era. Critical GIS seemed to open a pragmatic plane of action by fusing progressive geographic imaginations with concrete and tangible maps. As I reflect on the state of critical GIS in the middle of the second decade of the 21st century, new configurations of class power, patriarchy, and racism are rapidly reshaping our social and geopolitical worlds and are precipitating environmental destruction. Yet, I attempt to develop the idea that GIS is a tool for social transformation because it can produce new cartographies and spaces of possibility and build and expand geographies of hope and care that change social imaginaries in favour of non‐hierarchical class, gender, and race relations. In short, critical GIS scholarship both engages ongoing progressive politics and can create new possibilities for change. In particular, I examine two interventions of critical GIS: creating cartographies of solidarity and teaching.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.004 | 0.005 |
| Science and technology studies | 0.008 | 0.006 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it