Recommended Readings Related to the Course:

Ahenakew, C., & Naepi, S. (2015). The difficult task of turning walls into tables. In A. Macfarlane, S. Macfarlane, & M. Webber (Eds.), Sociocultural realities: Exploring new horizons (pp. 181-194). Canterbury Press.

Ahmed, S. (2012). On being included: Racism and diversity in institutional life. Durham, NC: Duke University Press.

Andersson, J., Sadgrove, J., & Valentine, G. (2012). Consuming campus: Geographies of encounter at a British university. Social & Cultural Geography, 13(5), 501-515.

Applegate, R. (2009). The library is for studying: Student preferences for study space. The Journal of Academic Librarianship, 35(4), 341-346.

Atkinson, S., Fuller, S., & Painter, J. (2016). Wellbeing and place. London: Routledge.

Archibald, J. A. (2008). Indigenous storywork: Educating the heart, mind, body, and spirit. Vancouver, BC: UBC press.

Arms, J. H., Cabrera, A. F., & Brower, A. M. (2008). Moving into students’ spaces: The impact of location of academic advising on student engagement among undecided students. NACADA Journal, 28(1), 8-18.

Baldwin, D. L. (2015). The “800-Pound Gargoyle”: The long history of higher education and urban development on Chicago’s south side. American Quarterly, 67(1), 81-103.

Ball, E. L., & Lai, A. (2006). Place-based pedagogy for the arts and humanities. Pedagogy, 6(2), 261-287.

Banning, J. H., & Bartels, S. (1997). A taxonomy: Campus physical artifacts as communicators of campus multiculturalism. NASPA Journal, 35(1), 29-37.

Baylina Ferré, M., & Rodó de Zárate, M. (2016). New visual methods for teaching intersectionality from a spatial perspective in a geography and gender course. Journal of Geography in Higher Education, 40(4), 608-620.

BC Ministry of Education (2015). Aboriginal worldviews and perspectives in the classroom: Moving forward. Victoria, BC: Crown Publications, Queen’s Printer. http://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/aboriginal-education/awp_moving_forward.pdf

Blanco Ramírez, G. (2016). Many choices, one destination: Multimodal university brand construction in an urban public transportation system. International Journal of Qualitative Studies in Education, 29(2), 186-204.

Booth, A. L., & Anderson, M. (2017). Food (in) security within a university community: The experiences of students, staff and faculty at a sustainable institution. In Handbook of Theory and Practice of Sustainable Development in Higher Education (pp. 187-199). Springer International Publishing.

Bose, S. (2015). Universities and the redevelopment politics of the neoliberal city. Urban Studies, 52(14), 2616-2632.

Brooks, E., & Gaalema, B. (2012). Exploring physical artifacts on the campus tour: A comparison of institutional messaging. Journal of the Student Personnel Association at Indiana University, 55-66. Available online at: https://scholarworks.iu.edu/journals/index.php/jiuspa/article/view/1366/1955 .

CAUT (2016). CAUT Guide to Acknowledging Traditional Territory. Ottawa: Canadian Association of University Teachers. https://www.caut.ca/docs/default-source/professional-advice/list—territorial-acknowledgement-by-province.pdf?sfvrsn=12

Clark, B. R. (1972). The organizational saga in higher education. Administrative Science Quarterly, 178-184.

Clarke, M., & Fine, G. A. (2010). ” A” for apology: Slavery and the discourse of remonstrance in two American universities. History & Memory, 22(1), 81-112.

Coulson, J., Roberts, P., & Taylor, I. (2015). University planning and architecture: The search for perfection. London: Routledge.

Coulson, J., Roberts, P., & Taylor, I. (2014). University trends: Contemporary campus design. London: Routledge.

Craig, C. A., Fixler, D. N., & Kelly, S. D. (2011). A Rubric for Campus Heritage Planning. Planning for Higher Education, 39(3), 55.

Crampton, J. W., & Krygier, J. (2005). An introduction to critical cartography. ACME: An International Journal for Critical Geographies, 4(1), 11-33.

Dache-Gerbino, A. (forthcoming). College desert and oasis: A Critical geographic college access analysis of urban decline. Journal of Diversity in Higher Education.

DiAngelo, R., & Sensoy, Ö. (2014). Getting slammed: White depictions of race discussions as arenas of violence. Race Ethnicity and Education, 17(1), 103-128.

Drucker, D. J. (2016). Bringing gender and spatial theory to life at a German technical university. Gender, Place & Culture, 23(11), 1560-1571.

Falk, C. F., & Blaylock, B. K. (2010). Strategically planning campuses for the” newer students” in higher education. Academy of Educational Leadership Journal, 14(3), 15-38.

Gaztambide-Fernández, R. A. (2012). Decolonization and the pedagogy of solidarity. Decolonization: Indigeneity, Education & Society, 1(1), 41-67.

Goeman, M. (2008). (Re)mapping Indigenous presence on the land in Native women’s literature. American Quarterly, 60(2), 295-302.

Grace, A. P. (2016). Socializing higher education for sexual and gender minorities: Using critically progressive education to enhance recognition and accommodation. In Assembling and Governing the Higher Education Institution (pp. 385-402). Palgrave Macmillan UK.

Griffith, J. C. (1994). Open space preservation: An imperative for quality campus environments. The Journal of Higher Education, 65(6), 645-669.

Gulson, K. N. (2011). Education policy, space and the city: Markets and the (in)visibility of race. London: Routledge.

Gulson, K. N. (2007). ‘Neoliberal spatial technologies’: On the practices of educational policy change. Critical studies in education, 48(2), 179-195.

Gulson, K. N., & Symes, C. (2007). Knowing one’s place: Space, theory, education. Critical studies in education, 48(1), 97-110.

Gulson, K. (2006). A white veneer: Education policy, space and “race” in the inner city. Discourse: studies in the cultural politics of education, 27(2), 259-274.

Gusa, D. L. (2010). White institutional presence: The impact of Whiteness on campus climate. Harvard Educational Review, 80(4), 464-490.

Hajrasouliha, A. (2017). Campus score: Measuring university campus qualities. Landscape and Urban Planning, 158, 166-176.

Hajrasouliha, A. H., & Ewing, R. (2016). Campus does matter: The relationship of student retention and degree attainment to campus design. Planning for Higher Education, 44(3), 30.

Hipp, J. A., Gulwadi, G. B., Alves, S., & Sequeira, S. (2016). The relationship between perceived greenness and perceived restorativeness of university campuses and student-reported quality of life. Environment and Behavior, 48(10), 1292-1308.

Holton, M. (2017). A place for sharing: The emotional geographies of peer-sharing in UK University halls of residences. Emotion, Space and Society, 22, 4-12.

Hopkins, P. (2011). Towards critical geographies of the university campus: understanding the contested experiences of Muslim students. Transactions of the Institute of British Geographers, 36(1), 157-169.

Hamilton, B., & Graniero, P. A. (2012). Disruptive cartography in academic development. International Journal for Academic Development, 17(3), 243-258.

Harris, J. (2016). Utilizing the walking interview to explore campus climate for students of color. Journal of Student Affairs Research and Practice, 53(4), 365-377.

Henderson, J. A., Bieler, A., & McKenzie, M. (2017). Climate change and the Canadian higher education system: An institutional policy analysis. Canadian Journal of Higher Education, 47(1), 1-26.

Henry, F., Dua, E., Kobayashi, A., James, C., Li, P., Ramos, H., & Smith, M. S. (2017). Race, racialization and Indigeneity in Canadian universities. Race Ethnicity and Education, 20(3), 300-314.

Hunt, S. (2014). Ontologies of Indigeneity: The politics of embodying a concept. Cultural Geographies, 21(1), 27-32.

Hutchings, R. (2014). Understanding of and vision for the environmental humanities. Environmental Humanities, 4(1), 213-220.

Kuokkanen, R. (2008). What is hospitality in the academy? Epistemic ignorance and the (im)possible gift. The Review of Education, Pedagogy, and Cultural Studies, 30(1), 60-82.

Laird, T. F. N., & Niskodé-Dossett, A. S. (2010). How gender and race moderate the effect of interactions across difference on student perceptions of the campus environment. The Review of Higher Education, 33(3), 333-356.

Lourens, H., & Swartz, L. (2016). Experiences of visually impaired students in higher education: Bodily perspectives on inclusive education. Disability & Society, 31(2), 240-251.

Lundström, A., Savolainen, J., & Kostiainen, E. (2016). Case study: Developing campus spaces through co-creation. Architectural Engineering and Design Management, 12(6), 409-426.

Quinlan, K. M. (2016). Chapter 3: Transition to higher education: In search of belonging. In How higher education feels: Commentaries on poems that illuminate the experiences of learning and teaching, pp. 23-51. Rotterdam: Sense Publishers.

Mackey, E. (2016). Introduction. Unsettled expectations: Uncertainty, Land and settler decolonization. Fernwood Publishing.

Magolda, P. M. (2000). The campus tour: Ritual and community in higher education. Anthropology & Education Quarterly, 31(1), 24-46.

Marker, M. (2004). Theories and disciplines as sites of struggle: The reproduction of colonial dominance through the controlling of knowledge in the academy. Canadian Journal of Native Education, 28(1/2), 102-110.

Matthews, K. E., Andrews, V., & Adams, P. (2011). Social learning spaces and student engagement. Higher Education Research & Development, 30(2), 105-120.

McFarland, A. L., Waliczek, T. M., & Zajicek, J. M. (2010). Graduate student use of campus green spaces and the impact on their perceptions of quality of life. HortTechnology, 20(1), 186-192.

McFarland, A. L., Waliczek, T. M., & Zajicek, J. M. (2008). The relationship between student use of campus green spaces and perceptions of quality of life. HortTechnology, 18(2), 232-238.

McKittrick, K. (2014). Katherine McKittrick, author of Demonic Grounds, on Trigger Warnings. Bully Bloggers. Retrieved from: https://bullybloggers.wordpress.com/2014/12/17/katherine-mckittrick-author-of-demonic-grounds-on-trigger-warnings/

Metcalfe, A. S. (2016). Repeat photography and educational research. In J. Moss & B. Pini (Eds.), Visual methods in educational research, pp. 153-171. London: Palgrave.

Metcalfe, A. S. (2012). Imag(in)ing the university: Visual sociology and higher education. Review of Higher Education, 35(4), 517-534.

Metcalfe, A. S. (2009). The geography of access and excellence: spatial diversity in higher education system design. Higher Education, 58(2), 205-220.

Moola, F. J. (2015). Accessibility on the move: Investigating how students with disabilities at the University of Manitoba experience the body, self, and physical activity. Disability Studies Quarterly, 35(1).

Moriña, A. (2017). Inclusive education in higher education: challenges and opportunities. European Journal of Special Needs Education, 32(1), 3-17.

Moss, D. (2004). Creating space for learning: conceptualizing women and higher education through space and time. Gender and Education, 16(3), 283-302.

Mullins, L., & Preyde, M. (2013). The lived experience of students with an invisible disability at a Canadian university. Disability & Society, 28(2), 147-160.

Nasir, N. I. S., & Al-Amin, J. (2006). Creating identity-safe spaces on college campuses for Muslim students. Change: The magazine of higher learning, 38(2), 22-27.

Nicola-Richmond, K., Pépin, G., Larkin, H., & Taylor, C. (2017). Threshold concepts in higher education: A synthesis of the literature relating to measurement of threshold crossing. Higher Education Research & Development, 1-14.

Nørgård, R. T., & Bengtsen, S. S. E. (2016). Academic citizenship beyond the campus: A call for the placeful university. Higher Education Research & Development, 35(1), 4-16.

Panayotidis, L. E., & Stortz, P. (2011). The mythic campus and the professorial life: A. Scott Carter’s pictorial map of the University of Toronto, 1937. History of Education Review, 40(1), 9-29.

Panayotidis, E. L., & Stortz, P. (2016). The imagined space of academic life: Leacock, Callaghan, and English-Canadian campus fiction in Canada, 1914-1948. Historical Studies in Education/Revue d’histoire de l’éducation, 28(1).

Pearsall, H., Hawthorne, T., Block, D., Walker, B. L. E., & Masucci, M. (2015). Exploring youth socio-spatial perceptions of higher education landscapes through sketch maps. Journal of Geography in Higher Education, 39(1), 111-130.

Rankin, S. R. (2005). Campus climates for sexual minorities. New Directions for Student Services, 2005(111), 17-23.

Razack, S. (2002). Race, space, and the law: Unmapping a white settler society. Toronto: Between the Lines.

Roberts, P., & Taylor, I. (2016). The campus matters: Acquiring the competitive edge. Planning for Higher Education, 44(3), 12.

Piersol, L., & Timmerman, N. (2017). Reimagining environmental education within academia: Storytelling and dialogue as lived ecofeminist politics. The Journal of Environmental Education, 48(1), 10-17.

Pink, S. (2015). Doing sensory ethnography. London: Sage.

Pink, S. (2011). Sensory digital photography: Re-thinking ‘moving’and the image. Visual Studies, 26(1), 4-13.

Pink, S. (2008). An urban tour: The sensory sociality of ethnographic place-making. Ethnography, 9(2), 175-196.

Rousell, D. (2016). Dwelling in the Anthropocene: Reimagining university learning environments in response to social and ecological change. Australian Journal of Environmental Education, 32(02), 137-153.

Ruitenberg, C. W. (2007). Here be dragons: Exploring cartography in educational theory and research. Complicity: an international journal of complexity and education, 4(1). https://journals.library.ualberta.ca/complicity/index.php/complicity/article/view/8758

Samura, M. (2016). Remaking selves, repositioning selves, or remaking space: An examination of Asian American college students’ processes of “belonging”. Journal of College Student Development, 57(2), 135-150.

Sandberg, L. A. (2015). Subverting the enterprise university: The case of the alternative campus tour at York University, Toronto, Canada. International Studies in Widening Participation, 2(2), 12-19.

Sander-Regier, R., Acheson, E. S., Rai, N., & Chen, J. R. Q. (2015). The University of Ottawa’s Husky Energy Courtyard: Looking back, looking forward after 10 years. Urban Forestry & Urban Greening, 14(4), 1131-1136.

Seawright, G. (2014). Settler traditions of place: Making explicit the epistemological legacy of white supremacy and settler colonialism for place-based education. Educational Studies, 50(6), 554-572.

Self, J. M., & Hudson, K. D. (2015). Dangerous waters and brave space: A critical feminist inquiry of campus LGBTQ centers. Journal of Gay & Lesbian Social Services, 27(2), 216-245.

Scholl, K. G., & Gulwadi, G. B. (2015). Recognizing campus landscapes as learning spaces. Journal of Learning Spaces, 4(1). Available at: <http://libjournal.uncg.edu/jls/article/view/972>

Schudde, L. T. (2011). The causal effect of campus residency on college student retention. The Review of Higher Education, 34(4), 581-610.

Smith, D. H., & Andrews, J. F. (2015). Deaf and hard of hearing faculty in higher education: Enhancing access, equity, policy, and practice. Disability & Society, 30(10), 1521-1536.

Smith, N. L., & Varghese, J. (2016). Role, impacts and implications of dedicated Aboriginal student space at a Canadian university. Journal of Student Affairs Research and Practice, 53(4), 458-469.

Speake, J., Edmondson, S., & Nawaz, H. (2013). Everyday encounters with nature: Students’ perceptions and use of university campus green spaces. Human Geographies, 7(1), 21-31.

Strange, C. C., & Banning, J. H. (2015). Designing for learning: Creating campus environments for student success. John Wiley & Sons.

Symes, C., & Drew, C. (2017). Education on the rails: A textual ethnography of university advertising in mobile contexts. Critical Studies in Education, 58(2), 205-223.

Taylor, L. K. (2013). Against the tide: Working with and against the affective flows of resistance in social and global justice learning. Critical Literacy: Theories and Practices, 7(2), 58-68.

Temple, P. (Ed.). (2014). The physical university: Contours of space and place in higher education. London: Routledge.

Thompson, J., Samiratedu, V., & Rafter, J. (1993). The effects of on-campus residence on first-time college students. NASPA journal, 31(1), 41-47.

Tsukada, H., & Perreault, A. (2016). Complicating how classroom climate works: Advancing the framework. Transformative Dialogues: Teaching & Learning Journal, 9(2), 1-17.

Tuan, Y. F. (2012). Pausing in the whirlwind: A campus place-based curriculum in a multimodal foundation communication course. WPA: Writing Program Administration, 35(2), 11-37.

Vowel. C. (2016). Beyond land acknowledgements. Apihtawikosisan: Law, language, life: A Plains Cree-speaking Metis Woman in Montreal. Retrieved from http://apihtawikosisan.com/2016/09/beyond-territorial-acknowledgments/

Whitbread, H. (2015). The water lily and the cyber cow, landscape as a platform for Education for Sustainability in the higher education sector. Current Opinion in Environmental Sustainability, 16, 22-28.

Wildcat, M., McDonald, M., Irlbacher-Fox, S., & Coulthard, G. (2014). Learning from the land: Indigenous land based pedagogy and decolonization. Decolonization: Indigeneity, Education & Society, 3(3). http://decolonization.org/index.php/des/article/view/22248

Windchief, S., & Joseph, D. H. (2015). The act of claiming higher education as Indigenous space: American Indian/Alaska Native examples. Diaspora, Indigenous, and Minority Education, 9(4), 267-283.

Zembylas, M. (2017). Re-contextualising human rights education: Some decolonial strategies and pedagogical/curricular possibilities. Pedagogy, Culture & Society, 1-13.