Scaffolding geospatial epistemic discomfort: a pedagogical framework for cross-disciplinary landscape research-Reference-Cited by-同舟云学术

Scaffolding geospatial epistemic discomfort: a pedagogical framework for cross-disciplinary landscape research

Published:2024-03-22 Issue: Volume: Page:1-11
ISSN:0309-8265
Container-title:Journal of Geography in Higher Education
language:en
Short-container-title:Journal of Geography in Higher Education

Author:

Ferrara Vincenza¹²,Álvarez-Taboada Flor³,Burgers Gert-Jan⁴,Corbelle-Rico Eduardo⁵,Cordero Miguel⁶,Dias Eduardo⁷,Ekblom Anneli²,Georganos Stefanos⁸,Howarth Jeff⁹,de Kleijn Maurice¹⁰,La Mantia Tommaso¹¹,van Manen Niels⁷,Sala Giovanna¹¹,da Silveira Bueno Rafael¹¹,Verhagen Philip⁴,Wästfelt Anders¹

Affiliation:

1. Department of Human Geography, Stockholm University, Stockholm, Sweden

2. Department of Archaeology and Ancient History, Uppsala University, Uppsala, Sweden

3. DRACONES Research Group, Universidad de León, Ponferrada, Spain

4. Faculty of Humanities, Art and Culture, History, Antiquity, Vrije Universiteit, Amsterdam, The Netherlands

5. Departamento de Enxeñería Agroforestal, Campus Terra, Universidade de Santiago de Compostela, Lugo, Spain

6. Instituto de Biodiversidade Agraria e Desenvolvemento Rural, Campus Terra, Universidade de Santiago de Compostela, Lugo, Spain

7. Spatial Information Laboratory (SPINlab), School of Business and Economics, Vrije Universiteit, Amsterdam, The Netherlands

8. Geomatics, Department of Environmental and Life Sciences, Karlstad University, Karlstad, Sweden

9. Geography, Middlebury College, Middlebury, VT, USA

10. Spatial Information Laboratory (SPINlab), School of Business and Economics, Vrije Universiteit, Amsterdam and the Netherlands eScience Center, Amsterdam, The Netherlands

11. Department of Agricultural, Food and Forest Sciences, University of Palermo, Palermo, Italy

Funder

Erasmus+

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/03098265.2024.2333291

Reference30 articles.

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5. Experiencing (dis)comforting pedagogies: learning critical geography beyond the here and now