Mapping for Awareness of Indigenous Stories

Abstract

Joseph Kerski has identified five converging global trends—geo-awareness, geo-enablement, geotechnologies, citizen science, and storytelling—which contribute to the increased relevance of geography for education and society. While these trends are discussed by Kerski in the context of the proliferating significance of geography in teaching and education, they also provide a useful lens for considering the increasing ubiquity of critical approaches to cartography both in general and in the context of teaching and education, where mapping can include participatory collaborations with individuals from a variety of knowledge communities and extend to the mapping of experiences, emotions, and Indigenous perspectives. In this paper, we consider these trends and related ideas such as Kerski’s “geoliteracy” and metaliteracy in light of some relatively current examples and in light of the evolution of research and teaching linked with a series of interrelated map-based projects and courses that take a multidimensional approach to teaching and learning about the Residential Schools Legacy in Canada.