Contrasting Ideologies: Learning Radical Geography in a Quantitative Department

Abstract

This article describes the process taken by members of a seminar course on radical geography in a primarily quantitative geography department. This course was taught during tumultuous times necessitating the need to explore radical topics and abstract conceptualizations of space and place. We offer our experiences and lessons learned while teaching this vital course. Hopefully, this information will be useful to those considering doing the same and serves as a starting point for academics in those departments who might otherwise reject “radical” topics and methodologies.

Keywords:

• Radical; critical; quantitative; geography; qualitative geography; teaching

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 This is not to say that GISc/GIS no longer presents useful theories, methods, and tools for understanding geography and geographic problems, but that for many departments, GIS may no longer be the main focus of research. However, we do recognize the power of new subdisciplines, such as GeoAI (Artificial Intelligence), and that geography is an ever-changing discipline.