Whose Geography, Whose History? Reimagining How We Teach the History of Geography
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
In this roundtable, we share our reflections on how to teach more critical histories of geography in Anglo-American institutions. Ashutosh offers a contrapuntal reading of the history of geography, looking for ways to represent both the forces of consolidation and resistance in telling the history of our discipline. Last considers how we might “re-expand” the history of the discipline through the teaching of countergeographies. Sundberg argues that what is at stake in teaching the history of geography is whether or not we will reproduce an imperial way of life. Wilson, scholar of critical geographic information systems, reflects on geographic technologies in the history, present, and future of geographic thought. Lave considers the treatment of physical geography in the history of geographic thought and imagines a geography fit to the task of addressing the intersecting crises of capitalism and the climate. Looking beyond the history of geography to the composition and culture of our discipline, Craig, Noble-Varney, and Ehrkamp argue that how we read histories of geography is equally as important as what we read. Learning to read with a diversity of others—and welcoming discomfort—is key to reshaping the stories we tell about geography, in graduate seminars and in our broader engagements with the discipline.
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 | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.002 |
| Bibliometrics | 0.001 | 0.004 |
| Science and technology studies | 0.002 | 0.007 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.001 | 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