Building Quantitative Literacy in Critical Human Geography Curriculum

Autor/in	Lauermann, John
Titel	Building Quantitative Literacy in Critical Human Geography Curriculum
Quelle	In: Journal of Geography in Higher Education, 46 (2022) 4, S.507-515 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lauermann, John)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2021.1957799
Schlagwörter	Statistics Education; Case Studies; Human Geography; Undergraduate Students; Teaching Methods; Propaganda; Critical Thinking; State Universities; Critical Theory; Political Attitudes; Scientific Research; Introductory Courses; Census Figures; Geographic Information Systems; New York (New York) + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Humangeografie; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Denken; Staatliche Universität; Kritische Theorie; Political attitude; Politische Einstellung; Einführungskurs; Volkszählung
Abstract	This paper argues for increased attention to quantitative literacy in undergraduate critical human geography curriculum. The rationale is twofold: On the one hand, it is increasingly easy to integrate quantitative material into curriculum, given the widespread availability of open-source or low-cost platforms for interpreting data. On the other hand, it is increasingly important to develop quantitative literacy informed by critical theory in a political era of anti-science rhetoric and resurgent propaganda. The paper reviews recent scholarship on quantitative methods in critical human geography, highlighting a shift toward methodological pluralism in both research and pedagogy. This creates opportunities for enhancing human geography curriculum, for instance, by applying technical skills while thinking critically about the social construction of data. This is explored with a case study on quantitative exercises in introductory Human Geography curriculum at a public university in the United States, evaluating strategies for integrating critical spatial theory with quantitative data analysis, and tools for assessing the educational value added by their integration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01