Walking the stories of colonial ghosts: A method of/against the geographically mundane

Smith, Bryan (2022) Walking the stories of colonial ghosts: A method of/against the geographically mundane. Journal of Curriculum and Pedagogy. (In Press)

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The worlds we inhabit tell stories, stitched into the material and symbolic representations of the past that comes to define the features of our places. These stories are never neutral, anchored as they are in the intentional (re)presentation of a racialized white, masculine, and settler story as “our” story. Indeed, space, as an ostensibly neutral platform for storytelling, is called into service of settler-state anxieties to write itself into every (spatial) corner of our lives. This paper takes up this issue by theorizing how the street naming practices of settler communities write into everyday life a settler collective memory that, as a consequence, both shapes space into (settler) place and powerfully intervenes in individual (student) geographic consciousness. By way of vignettes woven throughout theoretical considerations as examples of everyday encounters, I unpack what it means to think of the language of invaded place with greater critical intention as an example of how walking through space can become a pedagogical method, with a focus on detailing what it might mean to support learner engagement with the names that make their communities coherent and media of normalized colonial memory.

Item ID: 75583
Item Type: Article (Research - C1)
ISSN: 2156-8154
Keywords: place; toponymy; decolonising pedagogy
Copyright Information: © Curriculum and Pedagogy Group
Date Deposited: 21 Sep 2022 04:33
FoR Codes: 39 EDUCATION > 3901 Curriculum and pedagogy > 390107 Humanities and social sciences curriculum and pedagogy (excl. economics, business and management) @ 100%
SEO Codes: 16 EDUCATION AND TRAINING > 1601 Learner and learning > 160199 Learner and learning not elsewhere classified @ 50%
16 EDUCATION AND TRAINING > 1602 Schools and learning environments > 160201 Equity and access to education @ 50%
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