Session L.
Investigating and Teaching about Territories Based on Local Territorial Information
Co-chairs: Sylvestre DUROUDIER (Géographie-cités), Julie FEN-CHONG (Théma) & Françoise LUCCHINI (IDEES)
After paper proposals were selected, sessions L and N merged to become session L/N.
Our understanding of territories, from a scientific, educational and operational point of view, is bound up with the information gathered to help us understand and describe them. And this link between territories and learning has been strengthened, thanks to the digital humanities, by the emergence of “new geolocalised data”, the access to huge databases, some of them offering fine-grained spatio-temporal resolution; this data comes from social networks, digital platforms, geolocalised sensors, collaborative crowdsourced initiatives such as OpenStreetMap, open institutional data, private companies, etc. Beyond the benefits and the issues raised by these developments in local territorial information, this session intends to examine how these phenomena are changing the way we understand territories by focusing on how people are taught about them.
This interdisciplinary session will focus on two main areas, and will compare educational projects and non-academic professional practices.
- The first area relates to the appropriation of such data by territorial actors. How do these territorial entities, be they public or private, go about producing and/or using local data and under what legal conditions (data law, dissemination, ethics)? How do they integrate these data into local level activities, and what methods do they use to develop decompartmentalised approaches combining different social and environmental components? What new indicators have been created to generate local knowledge?
- The second area concerns teaching about territories and involves a multi-disciplinary approach. How can these disparate pieces of local data be used in teaching about territories and in university-level education? What challenges, obstacles and teaching strategies are involved in this kind of learning? How should we go about incorporating an ethical and critical perspective on this “age of data” into education?
Selected Bibliographical References
Genevois S., 2007, “NASA Worldwind, Google Earth, Géoportail à l’école : un monde à portée de clic ?”, Mappemonde, 85(1) [mappemonde-archive.mgm.fr/num13/internet/int07101.html].
Genevois S., 2016, “Outils géomatiques et apprentissages en géographie : quels enjeux du point de vue de la recherche en éducation ?”, Les Sciences de l’éducation - Pour l’Ère nouvelle, 49(4), p. 93-116.
Joliveau T., Noucher M., Couderchet L., Caquard S., 2017, “Enseigner le géoweb par la pratique et la critique. Retour sur sept années de cours à distance”, Ingénierie des systèmes d’information, 22(5).
Le Roy A., Ottaviani R., 2013, “Mesurer pour comprendre les dynamiques territoriales et nourrir les politiques locales”, Géographie, économie, société, 15(4), p. 345-364.
Mericskay B., 2021, “Les effets de l’open data et du big data dans la fabrique des cartes de l’action publique : entre repositionnement des acteurs et démonopolisation de l’expertise autour des données territoriales”, in T. Aguilera, F. Artioli, L. Barrault-Stella, E. Hellier and R. Pasquier (eds.), Les cartes de l’action publique. Pouvoirs, territoires, résistances, Villeneuve d’Ascq, Presses universitaires du Septentrion, p. 107-128.
Mericskay B., 2021, “Le crowdsourcing urbain comme nouvelle forme d’engagement citoyen. Étude de cas autour du service de signalement d’anomalies DansMaRue de la ville de Paris”, Netcom, 35(1-2).
