Cybercartography in a Reconciliation Community: Engaging Intersecting Perspectives, Volume Eight gathers perspectives on issues related to reconciliation—primarily in a residential / boarding school context—and demonstrates the unifying power of Cybercartography by identifying intersections among different knowledge perspectives. Concerned with understanding approaches toward reconciliation and education, preference is given to reflexivity in research and knowledge dissemination. The positionality aspect of reflexivity is reflected in the chapter contributions concerning various aspects of cybercartographic atlas design and development research, and related activities. In this regard, the book offers theoretical and practical knowledge of collaborative transdisciplinary research through its reflexive assessment of the relationships, processes and knowledge involved in cybercartographic research.
Using, most specifically, the Residential Schools Land Memory Mapping Project for context, Cybercartography in a Reconciliation Community provides a high speed tour through the project’s innovative collaborative approach to mapping institutional material and volunteered geographic information. Exploring Cybercartography through the lens of this atlas project provides for a comprehensive understanding of both Cybercartography and transdisciplinary research, while informing the reader of education and reconciliation initiatives in Canada, the U.S., the U.K. and Italy.
1. Chapter 1. Introduction - p. 1 2. Chapter 2. Cybercartography, emergence and iterative development: The Residential Schools Land Memory Project (RSLMMP) - p. 31 3. Chapter 3. Mapping Jeff Thomas mapping: Exploring the reflexive relationship between art, written narrative and Cybercartography in commemorating residential schools - p. 57 4. Chapter 4. Reimagining archival practice and place-based history at the Shingwauk Residential Schools Centre - p. 101 5. Chapter 5. The Carlisle Indian Industrial School: Mapping resources to support an important conversation - p. 113 6. Chapter 6. Charting the intimate terrain of Indigenous Boarding Schools in Canada and the United States - p. 129 7. Chapter 7. Workhouses and residential schools: From institutional models to museums - p. 143 8. Chapter 8. Talk, templates and developing a geospatial archives tradition: Stories in the making of the Residential Schools Land Memory Atlas - p. 167 9. Chapter 9. Site-based storytelling, cybercartographic mapping and the Assiniboia Indian Residential School Reunion - p. 187 10. Chapter 10. Bridging institutional and participatory ethics: A rationality of care perspective - p. 205 11. Chapter 11. Broadening the cybercartographic research and education network: From Indian residential/boarding schools to Beltrami and back again - p. 217 12. Chapter 12. Conclusion: Building awareness to bridge relationships - p. 237 13. Index - p. 251
Cybercartography in a Reconciliation Community: Engaging Intersecting Perspectives, Volume Eight gathers perspectives on issues related to reconciliation—primarily in a residential / boarding school context—and demonstrates the unifying power of Cybercartography by identifying intersections among different knowledge perspectives. Concerned with understanding approaches toward reconciliation and education, preference is given to reflexivity in research and knowledge dissemination. The positionality aspect of reflexivity is reflected in the chapter contributions concerning various aspects of cybercartographic atlas design and development research, and related activities. In this regard, the book offers theoretical and practical knowledge of collaborative transdisciplinary research through its reflexive assessment of the relationships, processes and knowledge involved in cybercartographic research.
Using, most specifically, the Residential Schools Land Memory Mapping Project for context, Cybercartography in a Reconciliation Community provides a high speed tour through the project’s innovative collaborative approach to mapping institutional material and volunteered geographic information. Exploring Cybercartography through the lens of this atlas project provides for a comprehensive understanding of both Cybercartography and transdisciplinary research, while informing the reader of education and reconciliation initiatives in Canada, the U.S., the U.K. and Italy.
1. Chapter 1. Introduction - p. 1 2. Chapter 2. Cybercartography, emergence and iterative development: The Residential Schools Land Memory Project (RSLMMP) - p. 31 3. Chapter 3. Mapping Jeff Thomas mapping: Exploring the reflexive relationship between art, written narrative and Cybercartography in commemorating residential schools - p. 57 4. Chapter 4. Reimagining archival practice and place-based history at the Shingwauk Residential Schools Centre - p. 101 5. Chapter 5. The Carlisle Indian Industrial School: Mapping resources to support an important conversation - p. 113 6. Chapter 6. Charting the intimate terrain of Indigenous Boarding Schools in Canada and the United States - p. 129 7. Chapter 7. Workhouses and residential schools: From institutional models to museums - p. 143 8. Chapter 8. Talk, templates and developing a geospatial archives tradition: Stories in the making of the Residential Schools Land Memory Atlas - p. 167 9. Chapter 9. Site-based storytelling, cybercartographic mapping and the Assiniboia Indian Residential School Reunion - p. 187 10. Chapter 10. Bridging institutional and participatory ethics: A rationality of care perspective - p. 205 11. Chapter 11. Broadening the cybercartographic research and education network: From Indian residential/boarding schools to Beltrami and back again - p. 217 12. Chapter 12. Conclusion: Building awareness to bridge relationships - p. 237 13. Index - p. 251
