Doing Landscape Interpretation

Duncan, Nancy; Duncan, James S.

doi:10.4135/9780857021090.n15

Cited by 24 publications

(8 citation statements)

References 50 publications

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“…Metaphorically, to read something has many meanings and applications, besides the obvious of reading a written text. For example, cultural geographers commonly talk about reading the landscape [18][19][20][21], ecology educators talk about reading nature [22], and others uses the term reading science to discuss meaning-making and communication from a social semiotic and semantic approach [8]. From a more general perspective, Card, Mackinlay [23] and Kress and van Leeuwen [9] theorize around reading visualizations or images.…”

Section: Background: Reading As a Metaphormentioning

confidence: 99%

“…Through this process the student learns to discern disciplinary affordances of a particular semiotic resource, hence building "representational competence" [45,46]. Taking this perspective, learning astronomy, or any science, "can now be framed as coming to discern the disciplinary affordances of semiotic resources" [47] (p. 20), what is referred to as disciplinary discernment [2]. As such, the educational endeavor of the students become one of discerning disciplinary-specific affordances of semiotic resources and disciplinary-specific relevant aspects of a phenomenon, through the process of experiencing appropriate variation of semiotic resources, to allow discernment of differences and similarities within and between different semiotic resources [48].…”

Section: A Science Learning From a Social Semiotic Perspectivementioning

confidence: 99%

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Disciplinary discernment: Reading the sky in astronomy education

Eriksson

2019

Phys. Rev. Phys. Educ. Res.

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This theoretical paper introduces a new way to view and characterize learning astronomy. It describes a framework, based on results from empirical data, analyzed through standard qualitative research methodology, in which a theoretical model for a vital competency of learning astronomy is proposed: reading the sky, a broad description under with various skills and competencies are included. This model takes into account not only disciplinary knowledge but also disciplinary discernment and extrapolating three dimensionality. Together, these constitute the foundation for the competency referred to as reading the sky. In this paper, these competencies are described and discussed and merged to form a new framework vital for learning astronomy to better match the challenges students face when entering the discipline of astronomy.

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Section: Background: Reading As a Metaphormentioning

confidence: 99%

Section: A Science Learning From a Social Semiotic Perspectivementioning

confidence: 99%

Disciplinary discernment: Reading the sky in astronomy education

Eriksson

2019

Phys. Rev. Phys. Educ. Res.

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“…Many times, race and class relations are deeply embedded in the economic and political processes that both create vacant lands and inform their selection as spaces for urban gardening [17]. Taking race, class, and social power into consideration requires a framework of just sustainability [18] in which questions of who benefits, who bears the costs, and who decides about sustainability policies and plans are foregrounded.…”

Section: Introductionmentioning

confidence: 99%

Growing Gardens in Shrinking Cities: A Solution to the Soil Lead Problem?

et al. 2016

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Abstract:As cities shrink, they often leave a patchwork of vacancy on the landscape. The maintenance of vacant lands and eventual transformation to sustainable land uses is a challenge all cities face, but one that is particularly pronounced in shrinking cities. Vacant lands can support sustainability initiatives, specifically the expansion of urban gardens and local food production. However, many shrinking cities are the same aging cities that have experienced the highest soil lead burdens from their industrial past as well as the historic use of lead-based paint and leaded gasoline. Elevated soil lead is often viewed as a barrier to urban agriculture and managing for multiple ecosystem services, including food production and reduced soil lead exposure, remains a challenge. In this paper, we argue that a shift in framing the soil lead and gardening issue from potential conflict to potential solution can advance both urban sustainability goals and support healthy gardening efforts. Urban gardening as a potential solution to the soil lead problem stems from investment in place and is realized through multiple activities, in particular (1) soil management, including soil testing and the addition of amendments, and (2) social network and community building that leverages resources and knowledge.

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“…The research methodology for this project is one of reflexive interpretation (Duncan and Ley 1993), entailing multiple qualitative techniques. This approach, drawing on hermeneutic philosophy, allows the researcher to go beyond describing the heritage landscape, to ask questions about the social and political relations that underpin its meanings (Duncan and Duncan 2009). The project began simply as an effort to document the heritage‐development debate, but the interpretive stance opened a space for a critical reading of the broader process of landscape production.…”

Section: Methodology: Re‐reading the Heritage Landscapementioning

confidence: 99%

Making meaning of heritage landscapes: The politics of redevelopment in Halifax, Nova Scotia

Barber

2012

Canadian Geographies / Géographies canadiennes

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This article investigates the production and maintenance of the heritage landscape in downtown Halifax, Nova Scotia. It argues that the unequal power relations that produced and were inscribed in the landscape historically continue to operate in the present. It does so by critically evaluating and contextualizing contestation over new high-rise construction on the streets below Citadel Hill. Drawing on qualitative field work between 2005 and 2008, the article suggests that the meanings and values of heritage resources, such as views that served to protect the city, are not properly understood. A spatialized historical account shows how the creation of the colonial city depended upon the marginalization of groups that were other to the British settlers. A review of the establishment of the modern planning apparatus reveals a model of heritage interpretation that encourages an adversarial approach to the evaluation of proposals for new development. The characteristics and aspirations of pro-development and pro-heritage groups are examined. Finally, a case study of a controversial proposal to build a high-rise building in a prominent location is presented. The article contributes to critical landscape studies by using a postcolonial approach to study the ideological underpinnings of built heritage in the Canadian context.

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Doing Landscape Interpretation

Cited by 24 publications

References 50 publications

Disciplinary discernment: Reading the sky in astronomy education

Disciplinary discernment: Reading the sky in astronomy education

Growing Gardens in Shrinking Cities: A Solution to the Soil Lead Problem?

Making meaning of heritage landscapes: The politics of redevelopment in Halifax, Nova Scotia

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