Values, choices, responsibilities: thinking beyond the scholarly place of ethics for the GIScience and technology profession and GIScience

Harvey, Francis

doi:10.1080/03098265.2014.956299

Cited by 6 publications

(4 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Research projects integrating multiple opensource software and data providers inevitably encounter challenges of error, uncertainty, and subjectivity in GIS (Schweik et al 2009). Every error presents opportunities to discover the social construction of GIS (Warren 1995) as its network of technologies, developers, and users is disrupted and reconfigured (Harvey 2001;Comber et al 2003;Latour 2005). Many disruptions are caused by semantic shifts understood by researching the social and technical context of spatial data and algorithms (Schuurman 2008).…”

Section: Teaching Critical Open Gismentioning

confidence: 99%

“…However, integrating critical GIS with reflective practice can be an effective pedagogy. Teaching ethics and critique is more effective with applied experience (DiBiase et al 2012; Harvey 2014). Teaching GIS techniques as socially constructed (Warren 1995) is an effective pedagogy, as students care about GIS as their subject (Schuurman and Pratt 2002) through their practicums and research projects.…”

Section: Teaching Critical Open Gismentioning

confidence: 99%

See 1 more Smart Citation

Teaching critical open GIS

Holler

2019

Canadian Geographies / Géographies canadiennes

View full text Add to dashboard Cite

Teaching critical open GIS has the potential to disrupt common GIS representations and bridge the divide between GIS and non-GIS human geography curricula. • Open-source GIS creates opportunities for critical GIS to effectively and affectively engage with GIS technology at the level of code. Higher-education geographic information system (GIS) curricula largely marginalize and separate instruction of critical GIS and open GIS, paralleling a divide between GIS and non-GIS in geography. GIS is typically represented as a singular, infallibly objective, and universally applicable technology. GIS generally dismisses the critiques from human geography, while critical human geography dismisses GIS for its association with positivism and unethical applications. Teaching critical open GIS may bridge this divide, creating a transformative pedagogical space for human geography to affectively and effectively engage with open GIS technology at the level of code. Critical open GIS students practice and critique GIS as conflicted insiders, bridging the divide between GIS and non-GIS in their geography education. Reviews of GIS curricula find support for teaching critical and open GIS, but reviews of texts and syllabi confirm their marginalization and separation. A new critical open GIS course is introduced, using GIS in development and political ecology as integrative frameworks.

show abstract

Section: Teaching Critical Open Gismentioning

confidence: 99%

Section: Teaching Critical Open Gismentioning

confidence: 99%

Teaching critical open GIS

Holler

2019

Canadian Geographies / Géographies canadiennes

View full text Add to dashboard Cite

show abstract

“…We recognize that issues and potential responses to the 3Es are a vast canvas. In GIScience a sample of the relevant topics includes ethics ( 36 – 38 ); data representation ( 39 ); justice, equity, diversity, and inclusion ( 40 – 44 ); location and privacy ( 45 ); inference from spatial data ( 46 ); provenance and uncertainty in data ( 47 ); teaching practices ( 48 , 49 ); and reproducibility and replicability ( 50 – 54 ). As we cannot give adequate attention to all topics, we highlight those that either require a unique response from GIScience or where leadership from GIScience will have broad impacts for science, academia, and society.…”

mentioning

confidence: 99%

Accelerating ethics, empathy, and equity in geographic information science

Nelson

Goodchild

Wright

2022

Proc. Natl. Acad. Sci. U.S.A.

View full text Add to dashboard Cite

Significance There has been a groundswell in the support needed to center ethics, empathy, and equity in scientific thought and practice. Drawing on our experience from GIScience, our goal is to accelerate ethical, empathetic, and equitable scientific practices. Many of the opportunities and challenges we outline are broadly applicable and will stimulate the conversations needed to accelerate transformation of science practice and culture. With an emphasis on practical suggestions for reshaping science, we invite all scientists to join in a fundamentally different approach. This paper is a step toward mobilizing the scientific community toward ethics, empathy, and equity by inviting humility, broader measures of excellence and success, diversity in our networks, and the creation of pathways to inclusive education.

show abstract

“…In contrast, teaching social responsibility requires appreciation for the views and values of students [9]. Harvey [10] proposes that the education of GIScience and technology professionals should go beyond abstract scholarly ethics to applied approaches based on practical wisdom.…”

Section: Introductionmentioning

confidence: 99%

Reflections on a Community-Based Service Learning Approach in a Geoinformatics Project Module

Coetzee

Rautenbach

2016

Communications in Computer and Information Science

View full text Add to dashboard Cite

Abstract. Geoinformatics (also known as geographic information science) is the science and technology that underpins the collection, representation, processing, analysis, visualisation and dissemination of geographic information. Such information is hugely valuable in solving environmental and social problems in society. In this paper we reflect on a communitybased service learning approach in a third year geoinformatics module. Students mapped an informal settlement, captured information about dwellings and conducted a number of studies in support of environmental and social problem solving. The aim was to raise awareness of social issues, to understand students' sense of social responsibility and their understanding of the role of geoinformatics in solving community problems. After completion of the module, we conducted in-depth interviews with ten students. The results confirm the value of community-based service learning in enhancing understanding of theoretical concepts and contributing to local communities. Further work is needed to better understand how South African geoinformatics students can be made aware of the role of geoinformatics in solving problems in society.

show abstract

Values, choices, responsibilities: thinking beyond the scholarly place of ethics for the GIScience and technology profession and GIScience

Cited by 6 publications

References 23 publications

Teaching critical open GIS

Teaching critical open GIS

Accelerating ethics, empathy, and equity in geographic information science

Reflections on a Community-Based Service Learning Approach in a Geoinformatics Project Module

Contact Info

Product

Resources

About