Advancing on Critical Pedagogy Through Social Cartographies and PGIS: An Open Source Qualitative Mapping Course

Abstract

This article delves into the creation of a graduate-level qualitative mapping course at Texas Tech University (TTU) and the ongoing experience of delivering its teaching. Inspired by the convergence of critical geography, pedagogy, applied qualitative methods, social cartography, and participatory GIS (PGIS), this course tackles two distinct challenges: broadening the Human Geography topical offerings at TTU and making them accessible as Open Educational Resources (OER). The course's pedagogical framework will be examined through three lenses: (1) the instructor's observations and self-reflection notes documenting each phase of the course's design, (2) an instructional matrix outlining key class components and materials, and (3) methodological and theoretical reflections on the course's central themes. The article aims to foster a deeper understanding of how to implement educational strategies and establish pedagogical environments that can effectively convey the latest advancements and applications of qualitative methods in GIS techniques, digital mapping, and social cartography.