Anne Godlewska
Datos Biográficos
| ID | 184015 |
|---|---|
| NOMBRE | Anne Godlewska |
| NOMBRES | Anne |
| APELLIDO | Godlewska |
| FIRMA | GODLEWSKA A |
| AFILIACIONES | Queen's University |
| ORCID | 0000-0003-4862-9660 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 29 |
| TOTAL DE CITAS | 162 |
| TOTAL COMO AUTOR | 29 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1986 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 5 |
Settler-colonial geographical ignorance in Canadian education
Despite increasing attention to Indigenous demands for justice, self-governance and the decolonization of Canadian society, many Canadians remain deeply unaware of the complex ways Indigenous and non-Indigenous lives entwine in Canada and of the past and present settler-colonial structures which continue to control and harm Indigenous Peoples and lands. Drawing on our decade-long project examining education at multiple levels in multiple jurisdic…
Settler Ignorance and Public Memory
Since the final report of the Truth and Reconciliation Commission, municipalities are increasingly addressing reconciliation in their practice, including new engagement with Indigenous heritage and public memory. Nevertheless, municipal perspectives of heritage are frequently colonial and result in commemorative landscapes that reinforce official national narratives of history and identity. These landscapes limit expressions of Indigenous heritag…
On the peripheries of education
This paper analyses the coverage of Indigenous topics in K-12 education in British Columbia (BC) using curriculum documents and course enrolment. It focuses on curriculum documents published between 1995 and 2010 and mandated in public education from 1995 to 2019, and argues that Indigenous topics were marginalized in the curriculum overall. Motivated by decades of work by Indigenous leaders and educators to grapple with non-Indigenous people’s p…
Unsettling Pedagogy
This article argues that decolonizing educational research begins in attention to inherited colonial thinking and ways of being. Working with over 250 Indigenous educators, staff, students, faculty and administrators associated with 10 partner universities in Ontario, Canada, we co-designed a questionnaire assessing how Ontario post-secondary students are learning to think about colonialism and its relationship to Indigenous peoples and Canadian …
Converting a large lecture class to an active blended learning class
Faced with diminished faculty resources and increased student enrolment from 2010 to 2017, we sought to use blended learning to achieve active learning in a large c.400-student introductory geography class. Working iteratively over seven years and eight classes and using smart classrooms, better timetabling, experimentation with peer review and learning management system (LMS) technologies, as well as the expertise of Queen’s University Continuin…
Coming to know Indigeneity
This article investigates the portrayal of colonialism and Indigenous peoples in curricula and textbooks in the province of Ontario, Canada. The analysis is focused on the curricular documents and texts that constituted Ontario’s social studies and Canadian and World Studies stream between 2003 and 2015, which have informed the understanding of a generation of Ontarians. Drawing on recent work on epistemologies of ignorance, we demonstrate how se…
What do first‐year university students in Newfoundland and Labrador know about Aboriginal peoples and topics
Key Messages Students enter university in Newfoundland and Labrador deeply ignorant of Aboriginal people and topics. Lack of awareness of Aboriginal people and topics reinforces racism in Canada. Curricular and textbook reform has the capacity to make a significant difference for Aboriginal and non‐Aboriginal students
Awareness of Aboriginal peoples in Newfoundland and Labrador
Key Messages When invited to identify what they know about Aboriginal people, Memorial students reveal racism and stereotypes, and cannot describe the specificity and diversity of Aboriginal peoples in Canada. Those able to perform best on our test tend to be less prejudiced. Although the students perform badly on our test, most consider it a good measure of their knowledge
First Nations, Métis and Inuit presence in the Newfoundland and Labrador curriculum
This article responds to the Truth and Reconciliation Commission Canada’s 2015 call for the education of Canadians about ‘residential schools, treaties, and Aboriginal peoples’ historical and contemporary contributions to Canada.’ It is an analysis of the Canadian and world studies curricula and texts in Newfoundland and Labrador, 1 of the 13 provinces and territories of Canada. The analysis is based on academic research and consultations with Fi…
Social ignorance and Indigenous exclusion
This article explores the mobilization of ignorance to uphold and perpetuate settler privilege and domination in the public voice record generated by the Bouchard–Taylor Commission on reasonable accommodation, held in Quebec, Canada from February 2007 to May 2008. The Commission was a provincially funded inquiry into how the public felt about accommodating ethnocultural deviance from an assumed norm. Focused primarily on recent immigrant differen…
I gnorance and historical geographies of Aboriginal exclusion
Ignorance is linked to colonialism and is deeply implicated in the maintenance of unequal social relations. The authors theorize ignorance as structural and self‐interested, and undertake a geographically sensitive analysis of Quebec's 2007 Bouchard‐Taylor Commission to demonstrate how ignorance of Aboriginal realities works strategically to sustain unequally occupied rhetorical and material space. The Bouchard‐Taylor Commission was a public inqu…
First Nations assimilation through neoliberal educational reform
The authors undertake a geographically sensitive analysis of the influential 2010 Free to Learn report. Free to Learn proposes a reform of the funding system for First Nations students to remove funds earmarked for First Nations education from First Nations government control, convert universities into managers of First Nations student funding, and convert First Nations community members into entrepreneurs. Free to Learn employs two strategies: s…
Critical Geographies of Education
Cultivating ignorance of Aboriginal realities
The principal problem in Aboriginal education in Canada is the education of Canadians. This article exposes Canada's long history of ignorance of Aboriginal Peoples and suggests that while education may not be the source of ignorance, it is now perpetuating it. Using the Ontario secondary school curriculum as an example, this article looks at mainstream Canadian and World Studies, of which geography is an integral part, and Native Studies courses…
The influence of betterment discourses on Canadian Aboriginal peoples in the late nineteenth and early twentieth centuries
Based on government archival sources, fieldwork and the historical perspectives, experiences and oral histories of Aboriginal peoples, this paper argues that late nineteenth and early twentieth century Indian policy, and more specifically the File Hills farm colony, was deeply influenced by betterment discourses. The presumption of this discourse was that Aboriginal peoples, who clearly were not vanishing as promised, could be transformed into so…
Maps, Painting and Lies Portraying Napoleon's Battlefields in Northern Italy
A comparison of Giuseppe Bagetti's landscape sketches, watercolours, oil paintings and engravings with contemporary maps and the existing landscape reveals that in the creation of Bagetti's landscapes, narrative played a role that differed in cartographic and artistic representations. The comparison also demonstrates that his images were powerful constructions that were more successful in reflecting a narrative of glorious conquest than was possi…
Resisting the cartographic imperative
Geography and Cassini IV
This essay explores the meaning of the demise of the scientific career of Jacques-Dominique, Comte de Cassini (Cassini IV). Cassini, astronomer, cartographer, poet, and political reactionary in Revolutionary and post-Revolutionary France, was cast out of science in the course of the French Revolution. Cassini, unlike many colleagues, publicly fought his academic exile. Partly as a result of that resistance, Cassini's life and writings provide ins…
Geography and Empire
Part I: Establishing Traditions. 1. The Fashioning of an Empire: Geography and the State in Elizabethan England: Lesley B Cormack (University of Alberta). 2. Imperialists and Soldiers of Modernity: Anne Godlewska (Queen's University, Ontario, Canada). Part II: Geography's Scramble. 3. The Imperial Dream: Geography and the Spanish Empire in the 19th Century: Horacio Capel (University of Barcelona). 4. Geography and Imperialism in Italy: from the U…
Map, Text and Image. The Mentality of Enlightened Conquerors
Anne Godlewska, Map, Text and Image. The Mentality of Enlightened Conquerors: A New Look at the Description de l'Egypte, Transactions of the Institute of British Geographers, Vol. 20, No. 1 (1995), pp. 5-28
Geography and empire
Determinisme et geographie
Traditions, Crisis, and New Paradigms in the Rise of the Modern French Discipline of Geography 1760–1850
This paper examines the nature of the French discipline of geography through the research and writings of the eighteenth century geographer, d'Anville, the geographers on the Napoleonic expedition to Egypt (1798–1801), and those involved in the exploration of Algeria (1839–42), and illuminates a major paradigm shift which transformed geography from a science barely recognizable to modern geographers into a social science with many of the dimensio…
Compilation From Field Sources
Field Work on the Survey
Geography and empire
Map, Text and Image. The Mentality of Enlightened Conquerors
Anne Godlewska, Map, Text and Image. The Mentality of Enlightened Conquerors: A New Look at the Description de l'Egypte, Transactions of the Institute of British Geographers, Vol. 20, No. 1 (1995), pp. 5-28
Cultivating ignorance of Aboriginal realities
The principal problem in Aboriginal education in Canada is the education of Canadians. This article exposes Canada's long history of ignorance of Aboriginal Peoples and suggests that while education may not be the source of ignorance, it is now perpetuating it. Using the Ontario secondary school curriculum as an example, this article looks at mainstream Canadian and World Studies, of which geography is an integral part, and Native Studies courses…
Critical Geographies of Education
Converting a large lecture class to an active blended learning class
Faced with diminished faculty resources and increased student enrolment from 2010 to 2017, we sought to use blended learning to achieve active learning in a large c.400-student introductory geography class. Working iteratively over seven years and eight classes and using smart classrooms, better timetabling, experimentation with peer review and learning management system (LMS) technologies, as well as the expertise of Queen’s University Continuin…
First Nations, Métis and Inuit presence in the Newfoundland and Labrador curriculum
This article responds to the Truth and Reconciliation Commission Canada’s 2015 call for the education of Canadians about ‘residential schools, treaties, and Aboriginal peoples’ historical and contemporary contributions to Canada.’ It is an analysis of the Canadian and world studies curricula and texts in Newfoundland and Labrador, 1 of the 13 provinces and territories of Canada. The analysis is based on academic research and consultations with Fi…
First Nations assimilation through neoliberal educational reform
The authors undertake a geographically sensitive analysis of the influential 2010 Free to Learn report. Free to Learn proposes a reform of the funding system for First Nations students to remove funds earmarked for First Nations education from First Nations government control, convert universities into managers of First Nations student funding, and convert First Nations community members into entrepreneurs. Free to Learn employs two strategies: s…
The influence of betterment discourses on Canadian Aboriginal peoples in the late nineteenth and early twentieth centuries
Based on government archival sources, fieldwork and the historical perspectives, experiences and oral histories of Aboriginal peoples, this paper argues that late nineteenth and early twentieth century Indian policy, and more specifically the File Hills farm colony, was deeply influenced by betterment discourses. The presumption of this discourse was that Aboriginal peoples, who clearly were not vanishing as promised, could be transformed into so…
American Maps and Mapmakers
Journal Article American Maps and Mapmakers: Commercial Cartography in the Nineteenth Century. By Walter W. Ristow. (Detroit: Wayne State University Press, 1985. 488 pp. $60.00.) Get access Anne Godlewska Anne Godlewska University of WisconsinMadison Search for other works by this author on: Oxford Academic Google Scholar Journal of American History, Volume 73, Issue 2, September 1986, Pages 468–469, https://doi.org/10.2307/1908263 Published: 01 …
Settler Ignorance and Public Memory
Since the final report of the Truth and Reconciliation Commission, municipalities are increasingly addressing reconciliation in their practice, including new engagement with Indigenous heritage and public memory. Nevertheless, municipal perspectives of heritage are frequently colonial and result in commemorative landscapes that reinforce official national narratives of history and identity. These landscapes limit expressions of Indigenous heritag…
Coming to know Indigeneity
This article investigates the portrayal of colonialism and Indigenous peoples in curricula and textbooks in the province of Ontario, Canada. The analysis is focused on the curricular documents and texts that constituted Ontario’s social studies and Canadian and World Studies stream between 2003 and 2015, which have informed the understanding of a generation of Ontarians. Drawing on recent work on epistemologies of ignorance, we demonstrate how se…
Maps, Painting and Lies Portraying Napoleon's Battlefields in Northern Italy
A comparison of Giuseppe Bagetti's landscape sketches, watercolours, oil paintings and engravings with contemporary maps and the existing landscape reveals that in the creation of Bagetti's landscapes, narrative played a role that differed in cartographic and artistic representations. The comparison also demonstrates that his images were powerful constructions that were more successful in reflecting a narrative of glorious conquest than was possi…
Unsettling Pedagogy
This article argues that decolonizing educational research begins in attention to inherited colonial thinking and ways of being. Working with over 250 Indigenous educators, staff, students, faculty and administrators associated with 10 partner universities in Ontario, Canada, we co-designed a questionnaire assessing how Ontario post-secondary students are learning to think about colonialism and its relationship to Indigenous peoples and Canadian …
I gnorance and historical geographies of Aboriginal exclusion
Ignorance is linked to colonialism and is deeply implicated in the maintenance of unequal social relations. The authors theorize ignorance as structural and self‐interested, and undertake a geographically sensitive analysis of Quebec's 2007 Bouchard‐Taylor Commission to demonstrate how ignorance of Aboriginal realities works strategically to sustain unequally occupied rhetorical and material space. The Bouchard‐Taylor Commission was a public inqu…
Resisting the cartographic imperative
Traditions, Crisis, and New Paradigms in the Rise of the Modern French Discipline of Geography 1760–1850
This paper examines the nature of the French discipline of geography through the research and writings of the eighteenth century geographer, d'Anville, the geographers on the Napoleonic expedition to Egypt (1798–1801), and those involved in the exploration of Algeria (1839–42), and illuminates a major paradigm shift which transformed geography from a science barely recognizable to modern geographers into a social science with many of the dimensio…
Awareness of Aboriginal peoples in Newfoundland and Labrador
Key Messages When invited to identify what they know about Aboriginal people, Memorial students reveal racism and stereotypes, and cannot describe the specificity and diversity of Aboriginal peoples in Canada. Those able to perform best on our test tend to be less prejudiced. Although the students perform badly on our test, most consider it a good measure of their knowledge
Geography and Empire
Part I: Establishing Traditions. 1. The Fashioning of an Empire: Geography and the State in Elizabethan England: Lesley B Cormack (University of Alberta). 2. Imperialists and Soldiers of Modernity: Anne Godlewska (Queen's University, Ontario, Canada). Part II: Geography's Scramble. 3. The Imperial Dream: Geography and the Spanish Empire in the 19th Century: Horacio Capel (University of Barcelona). 4. Geography and Imperialism in Italy: from the U…
American Maps and Mapmakers
Journal Article American Maps and Mapmakers: Commercial Cartography in the Nineteenth Century. By Walter W. Ristow. (Detroit: Wayne State University Press, 1985. 488 pp. $60.00.) Get access Anne Godlewska Anne Godlewska University of WisconsinMadison Search for other works by this author on: Oxford Academic Google Scholar Journal of American History, Volume 73, Issue 2, September 1986, Pages 468–469, https://doi.org/10.2307/1908263 Published: 01 …
Compilation From Field Sources
Field Work on the Survey
Compilation From Historical Sources
Conclusion
Compilation From Indigenous Sources and the Final Touches
Traditions, Crisis, and New Paradigms in the Rise of the Modern French Discipline of Geography 1760–1850
This paper examines the nature of the French discipline of geography through the research and writings of the eighteenth century geographer, d'Anville, the geographers on the Napoleonic expedition to Egypt (1798–1801), and those involved in the exploration of Algeria (1839–42), and illuminates a major paradigm shift which transformed geography from a science barely recognizable to modern geographers into a social science with many of the dimensio…
Determinisme et geographie
Geography and empire
Map, Text and Image. The Mentality of Enlightened Conquerors
Anne Godlewska, Map, Text and Image. The Mentality of Enlightened Conquerors: A New Look at the Description de l'Egypte, Transactions of the Institute of British Geographers, Vol. 20, No. 1 (1995), pp. 5-28
Geography and Empire
Part I: Establishing Traditions. 1. The Fashioning of an Empire: Geography and the State in Elizabethan England: Lesley B Cormack (University of Alberta). 2. Imperialists and Soldiers of Modernity: Anne Godlewska (Queen's University, Ontario, Canada). Part II: Geography's Scramble. 3. The Imperial Dream: Geography and the Spanish Empire in the 19th Century: Horacio Capel (University of Barcelona). 4. Geography and Imperialism in Italy: from the U…
Geography and Cassini IV
This essay explores the meaning of the demise of the scientific career of Jacques-Dominique, Comte de Cassini (Cassini IV). Cassini, astronomer, cartographer, poet, and political reactionary in Revolutionary and post-Revolutionary France, was cast out of science in the course of the French Revolution. Cassini, unlike many colleagues, publicly fought his academic exile. Partly as a result of that resistance, Cassini's life and writings provide ins…
Resisting the cartographic imperative
Maps, Painting and Lies Portraying Napoleon's Battlefields in Northern Italy
A comparison of Giuseppe Bagetti's landscape sketches, watercolours, oil paintings and engravings with contemporary maps and the existing landscape reveals that in the creation of Bagetti's landscapes, narrative played a role that differed in cartographic and artistic representations. The comparison also demonstrates that his images were powerful constructions that were more successful in reflecting a narrative of glorious conquest than was possi…
The influence of betterment discourses on Canadian Aboriginal peoples in the late nineteenth and early twentieth centuries
Based on government archival sources, fieldwork and the historical perspectives, experiences and oral histories of Aboriginal peoples, this paper argues that late nineteenth and early twentieth century Indian policy, and more specifically the File Hills farm colony, was deeply influenced by betterment discourses. The presumption of this discourse was that Aboriginal peoples, who clearly were not vanishing as promised, could be transformed into so…
Cultivating ignorance of Aboriginal realities
The principal problem in Aboriginal education in Canada is the education of Canadians. This article exposes Canada's long history of ignorance of Aboriginal Peoples and suggests that while education may not be the source of ignorance, it is now perpetuating it. Using the Ontario secondary school curriculum as an example, this article looks at mainstream Canadian and World Studies, of which geography is an integral part, and Native Studies courses…
First Nations assimilation through neoliberal educational reform
The authors undertake a geographically sensitive analysis of the influential 2010 Free to Learn report. Free to Learn proposes a reform of the funding system for First Nations students to remove funds earmarked for First Nations education from First Nations government control, convert universities into managers of First Nations student funding, and convert First Nations community members into entrepreneurs. Free to Learn employs two strategies: s…
Critical Geographies of Education
Social ignorance and Indigenous exclusion
This article explores the mobilization of ignorance to uphold and perpetuate settler privilege and domination in the public voice record generated by the Bouchard–Taylor Commission on reasonable accommodation, held in Quebec, Canada from February 2007 to May 2008. The Commission was a provincially funded inquiry into how the public felt about accommodating ethnocultural deviance from an assumed norm. Focused primarily on recent immigrant differen…
I gnorance and historical geographies of Aboriginal exclusion
Ignorance is linked to colonialism and is deeply implicated in the maintenance of unequal social relations. The authors theorize ignorance as structural and self‐interested, and undertake a geographically sensitive analysis of Quebec's 2007 Bouchard‐Taylor Commission to demonstrate how ignorance of Aboriginal realities works strategically to sustain unequally occupied rhetorical and material space. The Bouchard‐Taylor Commission was a public inqu…
First Nations, Métis and Inuit presence in the Newfoundland and Labrador curriculum
This article responds to the Truth and Reconciliation Commission Canada’s 2015 call for the education of Canadians about ‘residential schools, treaties, and Aboriginal peoples’ historical and contemporary contributions to Canada.’ It is an analysis of the Canadian and world studies curricula and texts in Newfoundland and Labrador, 1 of the 13 provinces and territories of Canada. The analysis is based on academic research and consultations with Fi…
What do first‐year university students in Newfoundland and Labrador know about Aboriginal peoples and topics
Key Messages Students enter university in Newfoundland and Labrador deeply ignorant of Aboriginal people and topics. Lack of awareness of Aboriginal people and topics reinforces racism in Canada. Curricular and textbook reform has the capacity to make a significant difference for Aboriginal and non‐Aboriginal students
Awareness of Aboriginal peoples in Newfoundland and Labrador
Key Messages When invited to identify what they know about Aboriginal people, Memorial students reveal racism and stereotypes, and cannot describe the specificity and diversity of Aboriginal peoples in Canada. Those able to perform best on our test tend to be less prejudiced. Although the students perform badly on our test, most consider it a good measure of their knowledge
Coming to know Indigeneity
This article investigates the portrayal of colonialism and Indigenous peoples in curricula and textbooks in the province of Ontario, Canada. The analysis is focused on the curricular documents and texts that constituted Ontario’s social studies and Canadian and World Studies stream between 2003 and 2015, which have informed the understanding of a generation of Ontarians. Drawing on recent work on epistemologies of ignorance, we demonstrate how se…
Converting a large lecture class to an active blended learning class
Faced with diminished faculty resources and increased student enrolment from 2010 to 2017, we sought to use blended learning to achieve active learning in a large c.400-student introductory geography class. Working iteratively over seven years and eight classes and using smart classrooms, better timetabling, experimentation with peer review and learning management system (LMS) technologies, as well as the expertise of Queen’s University Continuin…
Sociology (16 obras) · Political science (15 obras) · Law (14 obras) · History (11 obras) · History (10 obras) · Geography (9 obras) · Ignorance (9 obras) · Politics (9 obras) · Indigenous (8 obras) · Indigenous Health, Education, and Rights (8 obras)