Abstracts
Abstract
What creative approaches might be harnessed to encourage social critique and action in pre-service Geography teacher education? By reflecting on an assignment in Casey’s Introduction to Teaching Geography class where pre-service teachers (including Allen) visually mapped a worker’s labour for a day on unceded and unsurrendered Wolastoqiyik territory (Fredericton, New Brunswick), we ask: What can we learn about work, labour, space, capitalism, and intersectionality by visually mapping a worker’s day and analyzing their labour? We argue that by confronting the apolitical teaching of Geography education through the example of the Mapping Labour assignment, we might attempt to disrupt the ways that European Canadian settler geographies permeate the existing curriculum and work to disrupt neoliberal assumptions about schooling, creativity, and work.
Keywords:
- cellphilms,
- creative pedagogies,
- geography,
- mapping,
- work
Résumé
Quelles approches créatives pourraient encourager la critique sociale et l’action dans la formation des enseignants de géographie? En réfléchissant à un devoir du cours d’introduction à l’enseignement de la géographie de Casey, les enseignants en formation ont visuellement représenté le travail d’un ouvrier pendant une journée sur le territoire Wolastoqiyik non cédé et non abdiqué (Fredericton, Nouveau-Brunswick). Que pouvons-nous découvrir sur l’ouvrage, le travail, l’espace, le capitalisme et l’intersectionnalité en traçant la journée d’un travailleur et en analysant son travail? À travers la mission Mapping Labor, nous pourrions tenter de déstabiliser la façon dont les géographies des colons européens canadiens imprègnent le programme d’études existant et à perturber les hypothèses néolibérales sur l’école, la créativité et le travail.
Mots-clés :
- travail,
- cellphilms,
- cartographie,
- géographie,
- pédagogies créatives
Appendices
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