Cybercartography in a Reconciliation Community: Engaging Intersecting Perspectives, Volume Eight gathers perspectives on issues related to reconciliation-primarily in a residential school context-and the unifying power of cybercartography in identifying intersections in disparate perspectives, understanding approaches toward reconciliation and education, and enacting 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. 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, the book describes 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.
- Includes worldwide examples of reconciliation work, especially related to residential schools, and examines common themes in the issues discussed
- Offers both conceptual and applied dimensions, and provides a good example of a reflexive approach to both research and knowledge dissemination
- Addresses a modern application for cybercartography that is of considerable societal importance
- Provides historiographical accounts of atlas-making processes, multidisciplinary perspectives on research issues and conceptual clarifications
2. Iterative Evolution in Cybercartography: The Residential Schools Land Memory Mapping Project
3. Shingwauk Residential School Centre: Past, Present and Future
4. The Carlisle Indian School Project
5. Comparison between Canadian and American Residential Schools
6. Curating Residential Schools Material from an Indigenous Artist's Perspective
7. Workhouses and Foundling Homes in the UK: Moving from Models for Residential Schools toward Models for Residential Schools Reconciliation
8. Residential Schools, Reconciliation and Archaeology: Opportunities and Challenges for Mapping
9. Re-uniting, Remembering and Sharing with the Next Generation: Site-based Story Telling and Mapping the Assiniboia Indian Residential School Reunion
10. Community, Archives and Cybercartography: Designing a Geospatial Archival Portal
11. Cybercartography and Education: Educational Outreach and Participatory Mapping
12. Ethical Issues and Inclusivity in Cybercartography: Geospatial Archival Portal Research
13. Cybercartography and Networks: Emerging Directions for the Residential Schools Land Memory Mapping Project
Stephanie A. Pyne is an SSHRC Post Doctoral Research Fellow in the Department of Geography and Environmental Studies at Carleton University. She is also a member and researcher in the Geomatics and Cartographic Research Centre at Carleton University. Her research focuses on interdisciplinary applications of geography and cartography, including her work on the Residential Schools Land Memory Mapping Project. The project brings together work in different disciplines, including cartography, community archaeology, history and archival studies, sociology, and education to acknowledge, honour, and enhance awareness of the living history of the land, the buildings and the survivors of Residential Schools, and to contribute to research and education - building relationships in the spirit of reconciliation.
Taylor, D. R. Fraser
Professor Taylors combination of experience and expertise in the areas cartography and geographic information, governance, public policy, international affairs, polar issues, indigenous knowledge and other themes addressed in this volume is unmatched. Professor Taylor's main research interests are in the application of geospatial information management to the analysis of key socio-economic problems in a national and international context and the presentation of the results in innovative new cartographic forms. He introduced and continues to develop the new paradigm of cybercartography. His interests in cartography and international development issues are often inter-related. He has extensive field experience in developing nations, especially in Africa, which included a six year period as an education officer in rural Kenya where he completed his Ph.D. thesis on Rural Development in Murang'a District. His research interests in this area include: development studies with special reference to Africa, China and Latin America; regional and rural development theory and practice sustainable development an indigenous development strategies; technology transfer in the field of geomatics; Canada's international policies in ODA; and technology transfer. Dr. Taylor led a major SSHRC Initiative on the New Economy project entitled "Cybercartography and the New Economy which produced a Cybercartographic Atlas of Antarctica and a cybercartographic product on Canada's Trade with the World. He was also a collaborator in an InterPARES 2 project which deals with the authentication and preservation of dynamic electronic records. Current research includes the use of Cybercartography to create a series of atlases with Inuit and other aboriginal peoples in Canada's north and active participation in the new United Nations Initiative on Geospatial Information Management, the Open Geospatial Consortium, the Global Earth System of Systems, and the Arctic Geospatial Data Infrastructure.