The DOI matches its Crossref record; 26 of the 26 references it cites were found in a registry or an index; none of the 12 sources its claims cite is checked for support yet.
Teaching a Geography of Hope
Open accessAbstract
Amid intersecting global crises—war, genocide, the erosion of academic freedom and the deepening precaritisation of higher education—this paper reflects on the pedagogical possibilities of cultivating a ‘geography of hope’. It responds to students' demands for a more grounded connection between critical theory and practice and considers collective critical mapping as one tool for linking classroom learning with situated social struggles. While bringing alternative practices into the classroom—through examples or guest speakers—can momentarily inspire, such efforts, though valuable, are not sufficient. The paper argues that hope must be actively cultivated as a practice of doing geography. It explores the multi-scalar spaces where this cultivation becomes possible—within ourselves, within the classroom, and in the spaces that exist outside, within and in between formal educational settings. In doing so, the paper contributes to broader conversations on the role of hope in geographical education in times of crisis.
Overview
AI snapshot
Written from the paper’s full text.
TL;DR
This reflective pedagogical essay argues that hope must be actively cultivated as a practice of "doing geography" rather than offered as vague optimism, and proposes collective critical mapping as one tool for linking critical theory to situated social struggles. Drawing on the author's teaching of a Master's course in Local Development at the University of Padua, it maps three interrelated scales—within ourselves, within the classroom, and in/between/outside formal educational settings—where such hope can be nurtured.
Key findings
- Students in the course "Geographical Space: Concepts, Tools and Practice" voiced anger and frustration at the coloniality embedded in development studies, and some reported feeling "invisible" or "powerless"—grappling with critique without transformative alternatives; the author links this to Lopez's (2022, 798) observation that students invariably ask, "Now that we have the critique, what do we do about it?"
- Bringing alternative practices or guest speakers into the classroom "may inspire hope in students" but is "necessary but ultimately not sufficient"; students must be directly involved in actively cultivating hope.
- Three scales of cultivation are proposed: space in ourselves (self-love, critical academic friendships, "radical vulnerability" à la Nagar 2019), space in the classroom (physical reconfiguration, co-created community agreements via Wooclap, epistemic openness), and spaces in/out/in-between the classroom (alliances with Padua activist collectives).
- In the Collective Critical Mapping Laboratory, students collaborated with the Padua collective Decolonize Your Eyes through visits to the Palestro neighbourhood, community breakfasts with elder members, and mapping work that culminated in a forthcoming booklet documenting the neighbourhood's transformations.
Methods
- Design: a reflective, experience-based pedagogical essay rather than an empirical study; the author states it does not provide a detailed account of the collective mapping labs, which "will be explored in future work."
- Data/sample: the author's own teaching of "Geographical Space: Concepts, Tools, and Practice" in the Master's in Local Development at the University of Padua, beginning October 2022, including a cuerpo-territorio workshop (Caretta and Pepa 2023), student course feedback, and two iterations of the Collective Critical Mapping Laboratory involving three Padua activist collectives and later Decolonize Your Eyes.
- Main analysis: thematic reflection organised around three proposed "interrelated spaces" (self, classroom, beyond/in-between), framed through critical pedagogy (Freire, hooks), decolonial and anarchist/feminist pedagogical literature, and counter-cartography scholarship.
Limitations
- The paper explicitly states it does not give a detailed account of the collective mapping labs, deferring that to future work; it offers reflection on the significance of nurturing spaces rather than a full account of the method.
- The author notes the three proposed spaces "are not fixed or exhaustive but serve as a framework intended to open a dialogue."
- Evident from the text (not framed by the author as limitations): the account rests on a single educator's experience in one programme and one city, with no systematic data collection or student outcomes reported; the author also flags unresolved ethical tensions around instrumentalising activist engagement and whether collectives' time is materially compensated.
Model-written summary. Check it against the paper before relying on it.
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Claims the paper makes
0 of 12 cited sources checked · 0 supported · 0 flagged
- Findingreasoning
The themes that emerged in the Collective Mapping Laboratory were closely tied to racism, coloniality/decoloniality, gentrification and the importance of historically situated understandings across past, present and future temporalities.
“The themes that emerged were closely tied to racism, coloniality/decoloniality, gentrification and the importance of historically situated understandings that consider these dynamics across past, present and future temporalities.”
Quote in the paperSubstantial claim- Rests on an assumption: The author's reflections on teaching experience provide a valid basis for claims about teaching a geography of hope.
- Findingown data
Students frequently draw attention to spatial limitations in course feedback, highlighting difficulties of working with large maps and insufficient space for group meetings.
“In course feedback, they often highlight the difficulties of working with large maps in class due to the fixed structure of the classroom, as well as the insufficient space provided by the university for group meetings.”
Quote in the paperNot a substantial claim- Rests on an assumption: The author's reflections on teaching experience provide a valid basis for claims about teaching a geography of hope.
- Findingnone given
It created spaces for the educator to interact with students beyond academic settings-through informal moments such as sharing breakfast-which fostered different forms of connection.
“At the same time, it created spaces for me, as an educator, to interact with students beyond academic settings-through informal moments such as sharing breakfast-which fostered different forms of connection.”
Quote in the paperNot a substantial claim- Rests on an assumption: The author's reflections on teaching experience provide a valid basis for claims about teaching a geography of hope.
- Interpretationreasoning
Collective maps highlight space's relationality-deeply embedded in power structures, class, race and gender relations.
“Rather than portraying space as neutral, collective maps highlight its relationality-deeply embedded in power structures, class, race and gender relations.”
Quote in the paperSubstantial claim - Interpretationcitation
Mapping can become a powerful tool of critical pedagogy.
“Mapping can thus become a powerful tool of critical pedagogy (Lo Presti 2024), one that engages students to move beyond representation to engage affective and political dimensions of knowledge production.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Lo Presti 2024 source
- Interpretationcitation
By engaging in collective mapping, participants become co-producers of knowledge, actively challenging hierarchical notions of expertise and the depoliticising tendencies of mainstream development discourse.
“By engaging in these practices, participants become co-producers of knowledge, actively challenging hierarchical notions of expertise and the depoliticising tendencies of mainstream development discourse (Ziai 2015).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Ziai 2015 source
- Interpretationreasoning
Critical collective mapping offers a fundamental challenge to the epistemological foundations of both mainstream geography and development.
“Critical collective mapping offers a fundamental challenge to the epistemological foundations of both mainstream geography and development.”
Quote in the paperNot a substantial claim - Interpretationreasoning
Collective mapping holds transformative potential in reconfiguring dominant conceptions of 'development' and 'space'.
“Collective mapping holds transformative potential in reconfiguring dominant conceptions of 'development' and 'space'.”
Quote in the paperNot a substantial claim - Interpretationcitation
Collective mapping challenges the authority of detached, expert-driven cartographies by centring the lived experiences and struggles of those historically marginalised.
“By contrast, collective mapping challenges the authority of detached, expert-driven cartographies by centring the lived experiences and struggles of those historically marginalised (Bhan 2025).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Bhan 2025
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Interpretationcitation
Collective mapping aligns with disobedient pedagogies that seek to disrupt the coloniality inherent in knowledge production within the field of international development.
“It aligns with disobedient pedagogies that seek to disrupt the coloniality inherent in knowledge production within the field of international development (Murrey and Daley 2023).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Murrey and Daley 2023 source
- Probably not a substantial claim. 29
- It may state two separate claims as one. 13
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
FindingreasoningThe encounters gave rise to the mapping process and culminated in the forthcoming publication of a booklet that gathers and documents these experiences.
“These encounters gave rise to the mapping process and, responding to the collective's desire to create a lasting record of the neighbourhood's transformations, culminated in the forthcoming publication of a booklet that gathers and documents these experiences.”
Quote in the paperNot a substantial claim- Rests on an assumption: The author's reflections on teaching experience provide a valid basis for claims about teaching a geography of hope.
It may state two separate claims as one.
FindingreasoningIt also allowed students to conduct their own research and find pathways to navigate the neighbourhood.
“It also allowed students to conduct their own research and find pathways to navigate the neighbourhood.”
Quote in the paperNot a substantial claim- Rests on an assumption: The author's reflections on teaching experience provide a valid basis for claims about teaching a geography of hope.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
Interpretationnone givenTeaching a geography of hope involves the intentional cultivation of spaces in which hope can be made possible.
“I argue that teaching a geography of hope involves the intentional cultivation of spaces in which hope can be made possible-despite the challenges and the significant investments of energy and time that such a practice demands.”
Quote in the paperNot a substantial claim- Rests on an assumption: Hope can be cultivated through pedagogical practices.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
Interpretationnone givenAs educators, we constantly navigate between multiple identities-as researchers, teachers, activists and co-learners.
“As educators, we constantly navigate between multiple identities-as researchers, teachers, activists and co-learners.”
Quote in the paperNot a substantial claimProbably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
InterpretationreasoningMultiple spaces-those within and beyond the classroom, but also the inner spaces within ourselves and the spaces of love and care we cultivate with others-must be nurtured to make this search for hope tangible.
“Multiple spaces-those within and beyond the classroom, but also the inner spaces within ourselves and the spaces of love and care we cultivate with others-must be nurtured to make this search for hope tangible.”
Quote in the paperNot a substantial claim- Rests on an assumption: Hope can be cultivated through pedagogical practices.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
InterpretationreasoningThese spaces operate across multiple scales: from the personal, to the classroom, to contexts that extend beyond the formal boundaries of academic settings.
“These spaces operate across multiple scales: from the personal, to the classroom, to contexts that extend beyond the formal boundaries of academic settings.”
Quote in the paperNot a substantial claimIt may state two separate claims as one.
InterpretationcitationThese collective processes enable communities to reclaim their narratives and spatial imaginaries, fostering alternative cartographies that assert rights over territorial development.
“These collective processes enable communities to reclaim their narratives and spatial imaginaries, fostering alternative cartographies that assert rights over territorial development (Zavala Guillen 2023).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Zavala Guillen 2023 source
Checked before — its earlier verdict is held back until a new check runs.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
InterpretationreasoningIt is through the articulation and negotiation of these overlapping roles that spaces of possibility emerge.
“It is through the articulation and negotiation of these overlapping roles that spaces of possibility emerge.”
Quote in the paperNot a substantial claimIt may state two separate claims as one.
InterpretationreasoningThe experience enabled the class, the author and colleagues to step outside the university and engage with the city, while also allowing discourses from outside the classroom to enter it, creating a porous exchange of knowledge.
“In terms of multiplying spaces-as discussed earlier-this experience enabled the class, myself and my colleagues to step outside the university and engage with what is happening in the city, while also allowing discourses from outside the classroom to enter it, creating a porous exchange of knowledge.”
Quote in the paperSubstantial claim- Rests on an assumption: The author's reflections on teaching experience provide a valid basis for claims about teaching a geography of hope.
It may state two separate claims as one.
PremisecitationConventional mapping has long served as a tool of control-filling blank spaces and legitimising top-down interventions under the guise of 'development'.
“Rooted in colonial and technocratic traditions, conventional mapping has long served as a tool of control-filling blank spaces (Pase 2024) and legitimising topdown interventions under the guise of 'development'.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Pase 2024 source
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
Interpretationnone givenThe development of such alliances demands sustained dialogue with activist collectives and a significant investment of time and care labour that exceeds formal teaching hours and institutional recognition.
“On one hand, it demands sustained dialogue with activist collectives and a significant investment of time and care labour that exceeds the formal teaching hours and institutional recognition typically afforded to educators.”
Quote in the paperNot a substantial claim- Rests on an assumption: Hope can be cultivated through pedagogical practices.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
InterpretationreasoningHope must be actively cultivated as a practice of doing geography.
“The paper argues that hope must be actively cultivated as a practice of doing geography.”
Quote in the paperNot a substantial claim- Rests on an assumption: Hope can be cultivated through pedagogical practices.
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
InterpretationreasoningRigid layouts and hierarchical configurations of university classrooms reproduce dominant academic norms and limit movement and imagination.
“Their rigid layouts and hierarchical configurations-teacher at the front, students in orderly rows-reproduce dominant academic norms and limit not only movement but also imagination.”
Quote in the paperNot a substantial claimIt may state two separate claims as one.
InterpretationreasoningCollective mapping helped construct relationships and offered a way to teach hope by showing students that the theories discussed in class are not abstract but alive-present in everyday struggles they can engage with.
“Collective mapping thus became the medium through which such exchanges could take shape: it helped construct relationships and offered a way to teach hope by showing students that the theories we discuss in class are not abstract but alive-present in everyday struggles they can engage with.”
Quote in the paperSubstantial claim- Rests on an assumption: The author's reflections on teaching experience provide a valid basis for claims about teaching a geography of hope.
Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
InterpretationcitationTeaching hope requires an ongoing and intentional engagement with practices of self-love, the nurturing of critical academic friendships, and the enabling of creative forms of resistance.
“Teaching hope requires an ongoing and intentional engagement with practices of self-love, the nurturing of critical academic friendships (Acetino et al. 2025), and the enabling of creative forms of resistance that unsettle the dominant paradigms of academia (Palermo et al. 2025).”
Quote in the paperNot a substantial claim0 of 2 sources checked- cites Acetino et al. 2025
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Palermo et al. 2025 source
- Rests on an assumption: Hope can be cultivated through pedagogical practices.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
Interpretationnone givenThe space within ourselves is porous-it is shaped and reshaped through intergenerational and more-than-human relations, through affective entanglements with others.
“The space within ourselves is porous-it is shaped and reshaped through intergenerational and more-than-human relations, through affective entanglements with others who hold us accountable, sustain our capacity to hope and offer refuge in moments of despair, when hope feels impossibly distant.”
Quote in the paperNot a substantial claim- Rests on an assumption: Hope can be cultivated through pedagogical practices.
Probably not a substantial claim.
InterpretationcitationIn collective mapping, the act of mapping is itself a political intervention-one that refuses the separation between knowledge and struggle and reimagines geography as an active practice.
“In collective mapping, the act of mapping is itself a political intervention-one that refuses the separation between knowledge and struggle and reimagines geography as an active practice (Bernardes et al. 2017).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Bernardes et al. 2017 source
Checked before — its earlier verdict is held back until a new check runs.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds. It may state two separate claims as one.
InterpretationreasoningIntroducing critical mapping is not enough; it requires a constant construction of space which supports this practice-within, beyond and in between the classroom-where possibilities for hope can emerge.
“Yet, introducing critical mapping is not enough; this requires a constant construction of space which supports this practice-within, beyond and in between the classroom-where possibilities for hope can emerge.”
Quote in the paperNot a substantial claim- Rests on an assumption: Hope can be cultivated through pedagogical practices.
Probably not a substantial claim. It may be too vague to check against evidence.
InterpretationreasoningThe first space in which a geography of hope can be cultivated is within ourselves.
“I argue that the first space in which a geography of hope can be cultivated is within ourselves.”
Quote in the paperNot a substantial claim- Rests on an assumption: Hope can be cultivated through pedagogical practices.
Probably not a substantial claim. It may be too vague to check against evidence.
InterpretationreasoningThe development of such alliances raises important ethical concerns regarding the risks of instrumentalising activist engagement.
“On the other hand, it raises important ethical concerns regarding the risks of instrumentalising activist engagement: how can educators draw on collective energy and knowledge without reproducing extractive logics?”
Quote in the paperNot a substantial claim- Rests on an assumption: Hope can be cultivated through pedagogical practices.
Probably not a substantial claim. It may be too vague to check against evidence.
PremisecitationEngaged cartography is not a neutral exercise in representation but a radical practice of unlearning.
“As Schweizer and Halder (2024) argue, engaged cartography is not a neutral exercise in representation but a radical practice of unlearning-one that interrogates whose knowledge counts, how space is constructed, and for what political ends.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Schweizer and Halder 2024 source
Probably not a substantial claim. It may be too vague to check against evidence.
InterpretationreasoningThese practices are integral to sustaining the emotional and intellectual conditions necessary for critical pedagogy.
“These practices are not ancillary to teaching, but integral to sustaining the emotional and intellectual conditions necessary for critical pedagogy.”
Quote in the paperNot a substantial claim- Rests on an assumption: Hope can be cultivated through pedagogical practices.
Probably not a substantial claim. It may be too vague to check against evidence.
InterpretationreasoningNurturing such encounters requires attention to the relational and affective dimensions of pedagogy.
“What I learned through this process is that nurturing such encounters requires attention to the relational and affective dimensions of pedagogy.”
Quote in the paperNot a substantial claim- Rests on an assumption: The author's reflections on teaching experience provide a valid basis for claims about teaching a geography of hope.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
Interpretationnone givenCritical theories discussed in academic settings often remain abstract or disconnected from the political urgencies of everyday life.
“Too often, critical theories discussed in academic settings remain abstract or disconnected from the political urgencies of everyday life.”
Quote in the paperNot a substantial claimProbably not a substantial claim. It may be too vague to check against evidence.
InterpretationreasoningCreating a transformative space in the classroom requires more than revising syllabi or incorporating new texts; it demands a rethinking of the classroom itself.
“Creating a transformative space in the classroom requires more than revising syllabi or incorporating new texts into a decolonised curriculum-it demands a rethinking of the classroom itself.”
Quote in the paperNot a substantial claim- Rests on an assumption: Hope can be cultivated through pedagogical practices.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
InterpretationreasoningPracticing hope involves engaging across and within multiple scales: from the intimate space of self-reflexivity to the shared space of the classroom, from the immediate surroundings of the neighbourhood to broader (geo)political contexts.
“Practicing hope, then, involves engaging across and within multiple scales: from the intimate space of self-reflexivity to the shared space of the classroom, from the immediate surroundings of the neighbourhood to broader (geo)political contexts.”
Quote in the paperNot a substantial claim- Rests on an assumption: Hope can be cultivated through pedagogical practices.
Probably not a substantial claim. It may be too vague to check against evidence.
InterpretationcitationBuilding alliances within and beyond the classroom is an essential step toward challenging a depoliticised pedagogical model.
“Building alliances within and beyond the classroom is an essential step toward challenging a depoliticised pedagogical model, as it opens the possibility for what Tomlinson and Lipsitz (2013) call 'insubordinate spaces'.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Tomlinson and Lipsitz 2013 source
- Rests on an assumption: Hope can be cultivated through pedagogical practices.
Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
InterpretationreasoningCo-creating a community agreement can provide a foundation for engaging in honest conversations and create a space where individuals feel safe to express emotions and discomfort.
“Weaving together community agreements could provide a foundation for engaging in honest conversations and create a space where individuals feel safe to express emotions and discomfort.”
Quote in the paperNot a substantial claim- Rests on an assumption: Hope can be cultivated through pedagogical practices.
Probably not a substantial claim. The paper may give no reason why it holds.
InterpretationreasoningSmall interventions, such as arranging chairs in a circle, using movable furniture or working collectively on walls and floors through mapping and visual storytelling, can shift classroom dynamics.
“Small interventions, such as arranging chairs in a circle, using movable furniture or working collectively on walls and floors through mapping and visual storytelling, can shift classroom dynamics.”
Quote in the paperNot a substantial claimProbably not a substantial claim. It may be too vague to check against evidence.
InterpretationreasoningNothing in the Collective Mapping Laboratory could have been possible without the network of care and shared vulnerability and responsibility developed with colleagues.
“Indeed, nothing in this laboratory could have been possible without the network of care and shared vulnerability and responsibility developed with my colleagues.”
Quote in the paperNot a substantial claim- Rests on an assumption: The author's reflections on teaching experience provide a valid basis for claims about teaching a geography of hope.
Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
InterpretationreasoningCultivating inclusive and reflective spaces within the classroom is necessary but not sufficient.
“Cultivating inclusive and reflective spaces within the classroom is necessary but not sufficient.”
Quote in the paperNot a substantial claim- Rests on an assumption: Hope can be cultivated through pedagogical practices.
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
Interpretationnone givenBringing alternative practices into the classroom-through examples or guest speakers-can momentarily inspire students but is not sufficient to cultivate hope.
“While bringing alternative practices into the classroom-through examples or guest speakers-can momentarily inspire, such efforts, though valuable, are not sufficient.”
Quote in the paperNot a substantial claim- Rests on an assumption: Hope can be cultivated through pedagogical practices.
Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
InterpretationcitationThis shift unsettles the notion of development as a singular, universal trajectory and opens up space to imagine alternative ways of thinking about space, territory and power.
“This shift unsettles the notion of development as a singular, universal trajectory and opens up space to imagine alternative ways of thinking about space, territory and power-paving the way to 'alternatives to development' (Kothari 2024).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Kothari 2024
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim. The paper may give no reason why it holds.
InterpretationreasoningUniversity classrooms are rarely designed to support creative or participatory forms of teaching and learning.
“University classrooms are rarely designed to support creative or participatory forms of teaching and learning.”
Quote in the paperNot a substantial claim
The paper relies on this without support.
Hope can be cultivated through pedagogical practices.
“The paper argues that hope must be actively cultivated as a practice of doing geography.”
The paper relies on this without support.
The author's reflections on teaching experience provide a valid basis for claims about teaching a geography of hope.
“This section presents reflections that emerged through the process of teaching, shaped by encounters with colleagues, collectives and students' observations over recent years.”
Citations
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For a pedagogy of hope: imagining worlds otherwise
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Insubordinate Spaces for Intemperate Times: Countering the Pedagogies of Neoliberalism
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Between appropriation and assassination
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The Active Role of Geography: A Manifesto
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Decolonising pedagogy in practice: cuerpo-territorio to consolidate students´ learning
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Self-citationMapping as a collective and southern practice
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Affective (An)Archive as Method
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Combative Decoloniality and the BlackHouse Paradigm of Knowledge, Creation and Action
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In Search of Alternatives to Development: Learning from Grounded Initiatives
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Don't believe the mapping hype! Three steps back for an engaged cartography
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‘Wednesday was just a beautiful day’
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- hooks b., 1999, All About Love: New Visions
- hooks b., 2004, Teaching Community: A Pedagogy of Hope
- hooks b., 2010, Teaching Critical Thinking: Practical Wisdom
- Kaba M., 2021, We Do This 'Til we Free us: Abolitionist Organizing and Transforming Justice
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- Roy I., 2024, Audacious Hope: An Archive of How Democracy Is Being Saved in India
Cited by
Still being checked.
Metadata
- Authors
- Pepa, M.
- Affiliations
- University of Padua (IT)
- Corresponding author
- Pepa, Mariasole
- ORCID
- Pepa, Mariasole
- Venue
- Area
- Publisher
- Wiley
- Published
- 2026-01-20
- Volume
- 58
- Issue
- 2
- ISSN
- 0004-0894 (ISSN-L)
- 1475-4762
- OpenAlex
- W7124961979
- Cited by
- 0
- References
- 18
- FWCI
- 0.00
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- Area (publishedVersion, cc-by)
- Padua Research Archive (University of Padova) (submittedVersion, cc-by)
- Topics
- Social Sciences › Geography, Planning and Development › Geography Education and Pedagogy
- Social Sciences › Geography, Planning and Development › Geography and Education Methods
- Social Sciences › Education › Critical and Liberation Pedagogy
- Keywords
- hope, geography education, critical mapping, pedagogy, global crisis, academic freedom, social struggles
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-11-10, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-11-10 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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