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<div><span style="font-family: Calibri, sans-serif; font-size: 11pt; color: rgb(0, 0, 0);"><b>From:</b> CRIT-GEOG-FORUM@JISCMAIL.AC.UK on behalf of Jeremy Auerbach <jeremy.auerbach@UCD.IE><br>
<b>Sent:</b> 17 October 2023 19:18<br>
<b>To:</b> CRIT-GEOG-FORUM@JISCMAIL.AC.UK <br>
<b>Subject:</b> CFP IGC2024 - GIS Vendor feudalism and colonialism in GIS education</span></div>
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<div style="direction: ltr;">CFP - International Geographical Congress 2024 in Dublin, Ireland</div>
<div style="direction: ltr;"><a href="https://igc2024dublin.org/call-for-abstracts/" id="OWAda623758-3cd2-754e-1f21-371c20eacea4" class="x_x_x_x_OWAAutoLink" data-auth="NotApplicable">https://igc2024dublin.org/call-for-abstracts/</a></div>
<div style="direction: ltr;">Paper Submission Deadline: 12 January 2024</div>
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<div style="direction: ltr;"><b>GIS Vendor feudalism and colonialism in GIS Education and its impact on Geospatial Science</b><br>
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<div style="direction: ltr;">Decolonizing the Global South includes countering the more recent strategy of digital neo-colonialism. The rise of digital feudalism, in which a few powerful actors from the Global North control access to data and technology, raises
important concerns around power imbalances as well as resulting data asymmetries and their impact on society. These asymmetries have yet to be fully exposed in geographic information science (GIS) and most notably in GIS education. Much geographic scholarship
and GIS education exacerbates often-critiqued extraction in its research and teaching methods. Organizations are dependent on private, big data GIS platforms to store the data, access the data, and increasingly analyse the data. This is associated with an
increasing financial burden for researchers, educators, and organisations, namely those in the Global South. Furthermore, educators are under pressure to teach with proprietary software to ensure students are competitive for employment and is part of the larger
political repression of universities.</div>
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<div style="direction: ltr;">Building on these issues we ask for papers that explore:</div>
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<li style="direction: ltr;">Models and case studies that highlight strategies to decolonize GIS education.</li><li style="direction: ltr;">How proprietary GIS vendors create and maintain this current system of geospatial data feudalism in GIS education?</li><li style="direction: ltr;">What governance policies and frameworks are needed to make sure digital technologies and opportunities are accessible for all and used justly?</li><li style="direction: ltr;">How communities and the state can co-create systems to decolonize GIS education?</li><li style="direction: ltr;">How digital literacy education can help mitigate risks with data sovereignty?</li></ul>
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<div style="direction: ltr;">-j</div>
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_____________________________</p>
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Jeremy Auerbach, PhD</p>
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Assistant Professor</p>
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School of Geography</p>
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University College Dublin</p>
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