Additional Readings

Aarnikoivu, M. (2020). The spatiotemporal dimension of doctoral education: A way forward. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2020.1723530

Alderman, D. H., & Reuben, R. R. (2020). The classroom as “toponymic workspace”: Towards a critical pedagogy of campus place renaming. Journal of Geography in Higher Education, 44(1), 124-141. https://doi.org/10.1080/03098265.2019.1695108

Barman, J. (2007). Erasing Indigenous Indigeneity in Vancouver. BC Studies, (155), 3-30. https://doi.org/10.14288/bcs.v0i155.626

Bates, V., Hickman, C., Manchester, H., Prior, J., & Singer, S. (2020). Beyond landscape’s visible realm: Recorded sound, nature, and wellbeing. Health & place, 61, 102271. https://doi.org/10.1016/j.healthplace.2019.102271

Bell, S. L. (2019). Experiencing nature with sight impairment: Seeking freedom from ableism. Environment and Planning E: Nature and Space, 2(2), 304-322. https://doi.org/10.1177%2F2514848619835720

Berman, N. (2020). A critical examination of informal learning spaces. Higher Education Research & Development, 39(1), 127-140. https://doi.org/10.1080/07294360.2019.1670147

Blair, K., Chamberlain-Snider, S., Dunn, K., & Henderson, J. (2018). Memory, milestones, and monuments: A peripatetic exploration of the West side of UBC campus. Canadian Theatre Review, 174, 31-37. https://doi.org/10.3138/ctr.174.006

Blanco, G. L. (2021). Global citizenship education as a pedagogy of dwelling: Re-tracing (mis)steps in practice during challenging times. Globalisation, Societies and Education, 1-11. https://doi.org/10.1080/14767724.2021.1899800

Blenkinsop, S., & Fettes, M. (2020). Land, language and listening: The transformations that can flow from acknowledging Indigenous land. Journal of Philosophy of Education, 54(4), 1033-1046. https://doi.org/10.1111/1467-9752.12470

Bonds, A., & Inwood, J. (2016). Beyond white privilege: Geographies of white supremacy and settler colonialism. Progress in Human Geography, 40(6), 715-733. https://doi.org/10.1177%2F0309132515613166

Bonner‐Thompson, C., Mearns, G. W., & Hopkins, P. (2021). Transgender negotiations of precarity: Contested spaces of higher education. The Geographical Journal. https://doi.org/10.1111/geoj.12384

Bowra, A., Mashford‐Pringle, A., & Poland, B. (2020). Indigenous learning on Turtle Island: A review of the literature on land‐based learning. The Canadian Geographer/Le Géographe canadien. https://doi.org/10.1111/cag.12659

Brown, M., & Shcheglovitova, M. (2021). What happened to Franklin Square Park? People, trees, and environmental justice. The Professional Geographer, 73(1), 14-25. https://doi.org/10.1080/00330124.2020.1813597

Cote-Meek, S. (2014). Colonized classrooms: Racism, trauma and resistance in post-secondary education. Winnipeg, MB: Fernwood Publishing.

Dache, A. Z., & McGuire, K. M. (2021). Coming back home to live and not die: A human geography of a working-class Black gay male navigating the local higher education pipeline. Urban Education, 0042085920987297. https://doi.org/10.1177%2F0042085920987297

Dutta, U. (2020). The politics and poetics of “fieldnotes”: Decolonizing ethnographic knowing. Qualitative Inquiry, 1077800420935919. https://doi.org/10.1177%2F1077800420935919

Gannon, S., & Taylor, C. A. (2020). Academic temporalities: Apprehending micro-worlds of academic work through a photo-serial methodology. Higher Education Research & Development, 1-15. https://doi.org/10.1080/07294360.2020.1809998

Hernandez, K. (2020). Land and ethnographic practices—(re) making toward healing. Social & Cultural Geography, 21(7), 1002-1020. https://doi.org/10.1080/14649365.2020.1744703

Hill, C., Rosehart, P., St. Helene, J., & Sadhra, S. (2020). What kind of educator does the world need today? Reimagining teacher education in post-pandemic Canada. Journal of Education for Teaching, 46(4), 565-575. https://doi.org/10.1080/02607476.2020.1797439

Inwood, J. F., & Martin, D. G. (2008). Whitewash: White privilege and racialized landscapes at the University of Georgia. Social & Cultural Geography, 9(4), 373-395. https://doi.org/10.1080/14649360802033882

Jones, L., & Maguire, M. (2020). Investing ourselves: The role of space and place in being a working-class female academic. Discourse: Studies in the Cultural Politics of Education, 1-15. https://doi.org/10.1080/01596306.2020.1767937

Kalin, J. (2013). Remembering with rephotography: A social practice for the inventions of memories. Visual Communication Quarterly, 20(3), 168-179. https://doi.org/10.1080/15551393.2013.820589

Kelly, F. (2020). ‘Hurry up please, it’s time!’ A psychogeography of a decommissioned university campus. Teaching in Higher Education, 25(6), 722-735. https://doi.org/10.1080/13562517.2020.1746263

Lee, S. Y. (2020). Now as a liminal space, writing as a patchwork: Autoethnographic reflections on the self in the middle of the pandemic. Qualitative Inquiry, 1077800420960181. https://doi.org/10.1177%2F1077800420960181

Lees, A., Tropp Laman, T., & Calderón, D. (2021). “Why didn’t I know this?”: Land education as an antidote to settler colonialism in early childhood teacher education. Theory Into Practice, https://doi.org/10.1080/00405841.2021.1911482

Marker, M. (2018). There is no place of nature; there is only the nature of place: Animate landscapes as methodology for inquiry in the Coast Salish territory. International Journal of Qualitative Studies in Education, 31(6), 453-464. https://doi.org/10.1080/09518398.2018.1430391

Martin, B., Stewart, G., Watson, B. K. I., Silva, O. K., Teisina, J., Matapo, J., & Mika, C. (2020). Situating decolonization: An Indigenous dilemma. Educational Philosophy and Theory, 52(3), 312-321. https://doi.org/10.1080/00131857.2019.1652164

Metcalfe, A. S., & Blanco, G. L. (2021). “Love is calling”: Academic friendship and international research collaboration amid a global pandemic. Emotion, Space and Society, 38, 100763. https://doi.org/10.1016/j.emospa.2021.100763

Misiaszek, L. I. (2020). In situ: using timescapes as a post-qualitative pedagogical methodology to deepen explorations of long-term higher education teaching/mentoring. Teaching in Higher Education, 1-18. https://doi.org/10.1080/13562517.2020.1810655

Modeen, M., & Biggs, I. (2020). Creative engagements with ecologies of place: Geopoetics, deep mapping and slow residencies. London: Routledge.

Muzaini, H. (2015). On the matter of forgetting and ‘memory returns’. Transactions of the Institute of British Geographers, 40(1), 102-112. https://doi.org/10.1111/tran.12060

Nordbäck, E., Hakonen, M., & Tienari, J. (2021). Academic identities and sense of place: A collaborative autoethnography in the neoliberal university. Management Learning, 13505076211006543. https://doi.org/10.1177%2F13505076211006543

Nxumalo, F. (2020). Place-based disruptions of humanism, coloniality and anti-blackness in early childhood education. Critical Studies in Teaching and Learning, 8(1), 34-49. https://doi.org/10.14426/cristal.v8iSI.269

O’Brien, D. (2021). Theorising the deaf body: Using Lefebvre and Bourdieu to understand deaf spatial experience. cultural geographies, 14744740211003632. https://doi.org/10.1177%2F14744740211003632

Palipane, K. (2020). Socio-sensory practice and its potential for identity, plurality and dissonance. Journal of Intercultural Studies, 41(6), 756-777. https://doi.org/10.1080/07256868.2020.1831454

Paiva, D. (2020). Poetry as a resonant method for multi-sensory research. Emotion, Space and Society, 34, 100655. https://doi.org/10.1016/j.emospa.2020.100655

Peach, L., Richmond, C. A., & Brunette-Debassige, C. (2020). “You can’t just take a piece of land from the university and build a garden on it”: Exploring Indigenizing space and place in a settler Canadian university context. Geoforum, 114, 117-127. https://doi.org/10.1016/j.geoforum.2020.06.001

Rose-Redwood, R., Blu Barnd, N., Lucchesi, A. H. E., Dias, S., & Patrick, W. (2020). Decolonizing the map: Recentering Indigenous mappings. Cartographica: The International Journal for Geographic Information and Geovisualization, 55(3), 151-162. https://doi.org/10.3138/cart.53.3.intro

Rousell, D. (2020). A map you can walk into: Immersive cartography and the speculative potentials of data. Qualitative Inquiry, 1077800420935927. https://doi.org/10.1177%2F1077800420935927

Shahjahan, R. A. (2020). On ‘being for others’: Time and shame in the neoliberal academy. Journal of Education Policy, 35(6), 785-811. https://doi.org/10.1080/02680939.2019.1629027

Smith, L. T. (2013). Decolonizing methodologies: Research and indigenous peoples, second edition. London: Zed Books Ltd.

Stein, S. (2020). ‘Truth before reconciliation’: The difficulties of transforming higher education in settler colonial contexts. Higher Education Research & Development, 39(1), 156-170. https://doi.org/10.1080/07294360.2019.1666255

Tan, Y. S. M., Lo, C. S. O., & Alharbi, M. (2020). Promoting student learning through diasporic foodways: Community-oriented pedagogy through films. Teaching in Higher Education, 1-18. https://doi.org/10.1080/13562517.2020.1830366

Terrazas-Carrillo, E. C., Hong, J. Y., & Pace, T. M. (2014). Adjusting to new places: International student adjustment and place attachment. Journal of College Student Development, 55(7), 693-706. https://doi.org/10.1353/csd.2014.0070

Todd, S. (2020). Creating aesthetic encounters of the world, or teaching in the presence of climate sorrow. Journal of Philosophy of Education, 54(4), 1110-1125. https://doi.org/10.1111/1467-9752.12478

Truman, S. E., & Springgay, S. (2019). Queer Walking Tours and the affective contours of place. cultural geographies, 26(4), 527-534. https://doi.org/10.1177%2F1474474019842888

Tuck, E., McKenzie, M., & McCoy, K. (2014). Land education: Indigenous, post-colonial, and decolonizing perspectives on place and environmental education research. Environmental Education Research, 20(1), 1-23. https://doi.org/10.1080/13504622.2013.877708

Watson, J. (2019). On the postcapitalist nature of learning spaces. Capitalism Nature Socialism, 30(1), 108-119. https://doi.org/10.1080/10455752.2019.1591702

Webber, L., & Dismore, H. (2020). Mothers and higher education: balancing time, study and space. Journal of Further and Higher Education, 1-15. https://doi.org/10.1080/0309877X.2020.1820458

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). https://jps.library.utoronto.ca/index.php/des/article/view/22248

Williams, L. (2018/9). Ti wa7szwatenem. What we know: Indigenous knowledge and learning. BC Studies, 200, 31-44. https://doi.org/10.14288/bcs.v0i200.191456

Yusoff, K. (2021). The inhumanities. Annals of the American Association of Geographers, 111(3), 663-676. https://doi.org/10.1080/24694452.2020.1814688