Perspectives

Places of Possibility: Resources for Challenging Times

March 3, 2025

Person holding their hands in the shape of a heart with sunlight in background

By Risha RaQuelle, Chief Strategy Officer

In times of such profound transformation, it’s crucial to lean on the work and relationships we’ve built over years of collaboration. The strength of our professional networks, resources, and shared commitment is what helps sustain us through challenging periods.

The constraints and threats we face are real—anti-DEI legislation, funding elimination, and systemic shifts challenge the very fabric of our work. But despite these obstacles, we continue to press forward. AAG, like each of our members, is navigating the path forward Yet, we persist—in supporting your career, your well-being, and the values that unite us as a community.

We encourage you to take a moment to reflect on the resources that sustain you. We’d also like to highlight some of the support AAG offers to contribute to your success and thriving.

For Individual AAG Members

Keep up your peer and mentoring network. Use the opportunities AAG offers for members to connect—through our Annual Meeting, career-focused sessions throughout the year, and local connections through the AAG Regional Divisions. As an AAG member, you are automatically part of your Regional Division, allowing you to engage with peers near you, strengthening community ties among geographers. The Regional Divisions also sponsor events focused on the next generation, from preliminaries for the World Geography Bowl to paper competitions and travel grants.

Your career matters, and we can help. From job search tools to liability insurance, AAG wants to help you navigate your career. The AAG Job Board lists opportunities in all sectors, at all levels of experience. AAG’s member-created Statement of Professional Ethics provides clarity and peer-sourced insight into the values and principles we seek to uphold in our discipline.

Communities of practice to support you. AAG Specialty and Affinity Groups and Communities of Practice are designed to connect you with colleagues who share your expertise or interests. Your AAG membership makes you eligible for all of these communities of practice, which are renewed annually and carry their own modest dues, generally from $1 to $5 each year. These groups can serve as vital resources for advice, networking, and new opportunities.

Dedicated AAG staff can answer your questions. AAG’s Communities Team—Eddie McInerney and Mark Revell—can answer questions and support your participation in the Specialty/Affinity Group communities. You can also sign up for AAG’s regular JEDI Office hours. JEDI Office Hours offer individuals and programmatic leaders the chance for one-on-one conversations about your ideas, experiences, and questions. Schedule a time to talk.

For Department Chairs and Program Leaders

AAG is strengthening tools to offer leaders of geography departments and programs new ways to protect and advance the discipline:

TLC-GRAM: This bridging inventory is designed to promote strategies for increasing belonging within the geography community, especially through strategic planning. We’ve curated a collection of resources, ideas, and initiatives, aimed at fostering inclusive and supportive environments that promote good governance and focus on making sure that all members of a community feel welcome and valued. If you have adapted this toolkit or have ideas for how to do so, we’d like to hear from you at communities@aag.org.

State of Geography Dashboard: AAG’s repository for data on geography higher education as a field of study. These data provide insight into the educational landscape for geography in the U.S., as well as insights into the field that might inform dialogues within your institution, especially strategic planning.

Each summer, over the past years the Geography Faculty Development Alliance workshops have offered early-career geographers and department chairs support in pursuing their work in teaching, mentoring, and leadership.

The Healthy Departments Initiative addresses the challenges faced by geography departments. The HD Committee assists department chairs and provides practice information that can improve program quality. To find out more, contact communities@aag.org

For Protecting and Advancing Our Discipline

AAG offers ways to monitor and participate in activities on behalf of the geography discipline. AAG’s Advocacy Hub provides Information on AAG’s policy stances and recent advocacy efforts. Learn about our policy principles here.

Positions and Task Forces at AAG have taken up critical disciplinary questions that can aid your direction and decision making within our discipline. One of the core such documents for this moment is AAG’s Statement of Professional Ethics.

Visit our governance page to view reports of past AAG task forces and find out about current task forces, such as the Mentoring Task Force, which is examining how to expand mentoring opportunities within geography. AAG’s Professional Conduct Policy is also a foundational document that keeps all of us accountable to one another and sets the standard for professional conduct within our discipline.

Navigating Hostile Environments

Reflecting on the hostile working conditions that critical geographers have faced—attacks on tenure, justice, equity, diversity, and inclusion, and challenges to academic unionization—I recognize the delicate balance between advocacy and pragmatic action. We, too, face shifting political landscapes. The AAG, like you, is navigating a world where decisions are made rapidly.

Here’s what I want you to know: The AAG is your member association. As a member, you are integral to how we adapt, educate, and advocate for the discipline of geography. We are a bridge, ensuring that geography remains a space where belonging is fostered, even when forces of othering try to dominate. Together, we can continue advocating for the values that matter most to our community, even as the political climate shifts.

Moving Forward Together

In closing, our commitment to promoting scholarly spaces, critical geographic research, and JEDI initiatives remains steadfast. We will continue to publicly affirm our dedication to advancing these principles through advocacy, awards, career-enabling functions, and providing access to training for students. By engaging in these efforts, we ensure that geography remains a space of possibility, even in increasingly inhospitable environments.

Through our annual meetings, regional gatherings, and resources, AAG offers opportunities to not only share research but also connect with others who understand the unique challenges we face. AAG will always be a space where ideas are shared freely, and all members are given the opportunity to contribute.

Let’s continue to work together—to build a future where geography and its practitioners can thrive, no matter the challenges we encounter.

The AAG Culture of Care column is an outreach initiative by the AAG JEDI Committee. Don’t forget to sign up for JEDI Office Hours. The current theme of Office Hours is An Ethos of Care in the Research Enterprise.

Perspectives

A Message of Hope and Action

February 11, 2025

By Risha RaQuelle, Chief Strategy Officer

In these times of rapid change, connection and community matter more than ever. AAG stands firm in our commitment to support and uplift our members, providing access to our member networks—networks necessary to navigate an evolving landscape. Through strategic planning, member-led initiatives, and resource development, we are building a future that reflects the resilience, creativity, and strength of geographers everywhere.

Together, we will sustain a thriving community where members can connect, contribute, and succeed—driven by the power of collective care and hope.

Charting a Bold New Course

AAG is actively preparing in collaboration with Council a new 10-year strategic plan and two staff-led 5-year operational plans to align organizational goals with the evolving needs of our members. These plans build on the strengths of our past while advancing a sustainable and forward-thinking agenda.

Members will play an essential role in shaping the 10-year plan. We invite all members to participate in upcoming listening sessions at the Annual Meeting. Your voice and perspectives will be key to ensuring that this plan reflects the collective needs and aspirations of our community

Our vision for growth

Forecasted last year, through our Request for Research Partnerships initiative, our vision for growth will continue to center member-driven grant partnerships to provide essential resources for meaningful work and programs. By investing in our members and fostering new networks of support, we are laying a foundation that sustains innovation and community engagement for years to come.

AAG’s renewed focus on connectivity is embodied in Communities@AAG, a newly aligned organizational framework designed to enhance collaboration and resource-sharing across Specialty Groups, Affinity Groups, Communities of Practice, and Regional Divisions. This approach elevates community-driven programming and resource development through strategic grant seeking and member engagement.

Communities@AAG: Enhancing Connectivity and Collaboration

Communities@AAG represents a strategic organizational realignment that fosters networks of care, empowering geographers at every stage of their careers to connect, belong, and thrive. It is evolving into an all-hands approach by AAG staff, led by two key roles for AAG staff members dedicated to advancing this mission:

Community Impact Coordinator: (Eddie McInerney) Strengthens collaboration among member groups, including the 75 specialty and affinity groups, to foster equitable practices, share resources, and enhance member engagement. Eddie also monitors engagement opportunities around issues of importance to AAG members, in keeping with our Policy Principles.

Manager for Career Programs and Disciplinary Research (Mark Revell): Oversees professional development and research initiatives that align with AAG’s strategic goals, including expanding professional development offerings at the annual meeting, delivering comprehensive educational programming year-round, and enhancing AAG’s learning resources and disciplinary information to support students, professionals, and departments through essential services such as the Healthy Departments Initiative, Jobs Board and Guide to Geography Programs.

Building on Past Achievements

As we chart this new course, we are also reflecting on past efforts to ensure continuous improvement. In recent years, AAG has been developing leadership cohorts, improving our operations, piloting new programming formats, and refining community engagement strategies to be ready to support our members.

By partnering with members on efforts like Healthy Departments, the annual Geography Faculty Development Alliance workshops for both early career support and leadership development, and projects such as the Convening of Care and GAIA, we are creating sustainable pathways for innovative programming, professional development, and research. This approach ensures that our work is driven by and responsive to the needs of our membership.

We look forward to hearing from you. Join us at the listening sessions during the Annual Meeting and reach out to our Communities@AAG team to connect and get involved!

News

Shifting the Research Enterprise: Embracing Care as a Strategy Forward

November 4, 2024

Participants from the Convening of Care conference gather for a group photo on Sept. 24, 2024, in Washington, DC.

By Risha RaQuelle, AAG Chief Strategy Officer and
Emily Skop, Professor, University of Colorado, Colorado Springs

In the evolving landscape of academic research, initiatives for justice, equity, diversity, and inclusion (JEDI) have long been critical in advancing an inclusive, fair, and just research enterprise. These efforts, led by passionate advocates, have catalyzed significant progress in dismantling structural barriers and promoting diversity. However, as political and legislative challenges increasingly target JEDI initiatives, academic institutions need new strategies to continue this essential work.

The Convening of Care, held on September 19-20, 2024 and co-sponsored by the American Association of Geographers, the University of Colorado Colorado Springs, and the National Organization of Research Development Professionals with funding from the National Science Foundation, brought together research enterprise leaders, department heads, and early-career scholars to explore care as a way to navigate these challenges and advance inclusivity, even in the face of JEDI bans.

A key component of this convening was the formation of triads—collaborative groups made up of research enterprise professionals, academic department leaders, and early-career scholars. This triadic model allowed participants to exchange insights, reflect on their experiences, and collaboratively identify how care can be operationalized in their respective roles to foster a more inclusive and supportive research environment.

The Role of Triads in Reimagining Care

During the Convening of Care, triads were instrumental in guiding the discussions and exploring how care could complement the values promoted by JEDI. Bringing together individuals at different stages of their academic careers, with varied responsibilities and experiences, the triads created a unique space for cross-level collaboration. These groups examined how care, as a relational and ethical practice, could be infused into the day-to-day workings of research institutions.

The inclusion of research enterprise leaders, department heads, and early-career scholars ensured that a diverse range of perspectives was represented, offering insights into how care could be implemented at multiple levels of the academic and research enterprise. This triadic collaboration made it possible to address not only the policy and structural challenges but also the relational and cultural dynamics within academia.

The discussions within the triads focused on two central themes:

The lived experiences of researchers and leaders navigating the research enterprise.
Recommendations for how care can be embedded into research practices and leadership approaches.

Moving beyond traditional JEDI frameworks, which often focus on compliance and metrics, care encourages leaders to focus on the well-being of their researchers, emphasizing relational dynamics and mental health.”

Implications of Care for Research Enterprise Leaders

For research enterprise leaders, care introduces an instructive shift in how research environments are structured and supported. Moving beyond traditional JEDI frameworks, which often focus on compliance and metrics, care encourages leaders to focus on the well-being of their researchers, emphasizing relational dynamics and mental health. The triads identified that care could be embedded in leadership practices by:

Developing care-based mentorship programs that prioritize the emotional and personal growth of researchers.
Fostering transparent communication that acknowledges the challenges faced by underrepresented scholars and provides pathways to address these challenges without fear of retaliation.
Creating support networks that allow researchers to thrive in environments where they feel valued, rather than merely meeting diversity quotas.

Department Leaders: Shaping Departmental Culture through Care

Department leaders play a critical role in shaping the day-to-day culture of research environments. For these leaders, care offers a way to move beyond policy mandates to create a department culture that genuinely supports diversity and inclusion through personal connection and understanding. Triads involving department heads explored how care could be integrated into department leadership by:

Establishing listening sessions where faculty and students can voice their concerns and experiences in a supportive environment, ensuring that everyone’s voice is heard.
Promoting inclusive department meetings where care is demonstrated through equitable participation and recognition of contributions from all members, especially those from underrepresented groups.
Introducing well-being check-ins as part of regular departmental practices, helping to mitigate burnout and promote a healthier work-life balance for all scholars.

Early-Career Scholars: Building a Foundation of Care

For early-career scholars, many of whom face significant challenges navigating the complexities of the research enterprise, care provides a critical support system. The triads identified how care could serve as an essential tool in helping these scholars overcome barriers to inclusion, particularly in institutions where JEDI policies have been restricted. Key takeaways for early-career scholars include:

Building peer support networks that emphasize mutual care and provide a safe space for sharing experiences, advice, and strategies for success.
Advocating for mentorship models that not only focus on professional development but also on personal well-being, ensuring that early-career scholars are supported in all aspects of their academic journey.
Encouraging collaborative research practices that prioritize equitable partnerships, sharing both the workload and recognition, and fostering an environment where scholars can grow together.

TLC GRAM: A Framework to Operationalize Care Across Roles

The triadic collaboration also paved the way for a broader discussion on how care could be operationalized through the TLC GRAM framework as part of AAG’s JEDI implementation, the TLC GRAM framework was presented during the Convening of Care. The framework’s elements—Training, Listening, Communication, Governance, Reports, Advocacy, and Membership—provide a structured approach to embedding care in research organizations at every level.

The triads identified key areas where TLC GRAM could guide their efforts:

For research enterprise leaders, TLC GRAM offers a way to integrate care into leadership training and governance, ensuring that decisions prioritize well-being and relational dynamics.
For department heads, the framework provides tools for implementing listening practices and fostering transparent communication within departments, helping to create a supportive and inclusive culture.
For early-career scholars, TLC GRAM can be a guide for advocating for care-based mentorship and creating collaborative research environments that prioritize equity and shared success.

While TLC GRAM builds upon the values of JEDI, it also allows institutions to transcend the limitations of JEDI language, making care the central focus of their inclusivity efforts.

The Path Forward: Care as a Strategy for Inclusive Research

The triadic collaboration during the Convening of Care demonstrated that care is more than just a complementary approach to JEDI: it is a powerful strategy for moving forward in the face of JEDI bans. Through the insights and experiences shared in triads, it became clear that care provides a more flexible and relationally grounded approach to fostering inclusivity, one that can be applied at every level of the research enterprise.

By focusing on care, institutions can continue to promote equity and inclusion even in politically challenging contexts. Research enterprise leaders, department heads, and early-career scholars all have a role to play in operationalizing care through the TLC GRAM framework, ensuring that academic environments remain supportive, inclusive, and just—regardless of external political pressures.

Learn more about the outcomes of the Convening of Care and next steps for implementing care-based practices through the TLC GRAM framework.

The Convening of Care project is supported by the National Science Foundation under Award No. 2324401 and Award No. 2324402. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

The AAG Culture of Care column is an outreach initiative by the AAG JEDI Committee. Don’t forget to sign up for JEDI Office Hours.

Perspectives

Challenging “It’s Always Been This Way” with an Ethos of Care

August 23, 2024

By Risha RaQuelle, Chief Strategy Officer

The AAG will host the Convening of Care, September 19-20, 2024, funded by the National Science Foundation in partnership with the University of Colorado Colorado Springs (UCCS) and the National Organization of Research Development Professionals (NORDP).

Thirty participants, drawn from among early career scholars, department leaders, and representatives from the research enterprise (ex. funding officers at colleges and universities), will meet at the AAG offices in Washington, DC, to explore how belief systems such as the ones we live within today still carry the heat signature of systems created hundreds of years ago.

Many behaviors and practices that we take for granted in current institutions are in fact the legacy of these older systems, undermining the lives and often the careers of many of us:

prioritization of timeliness and urgency at the expense of developing trusting and collegial partnerships,
Individualism, competitiveness, and perfectionism, and
hierarchies of power that reinforce one-way belief systems.

The exploration of how these entrenched systems and attitudes lead to protecting or reinforcing the “it’s always been this way” tradition, is paramount in creating an “Ethos of Care.” An ethos of care seeks to enhance practices and processes within the research enterprise and enable collaborators to confront and address the accepted norms of power and bias, and “resolve to disrupt and transform those norms in a mutually beneficial, evolving and inspiring manner,” according to Principal Investigator Emily Skop of UCCS.

The goal of the convening is to enable practitioners in the research enterprise to probe the origins of knowledge discovery and inspire critical reflection on the ethical, political, economic, and emotional aspects of research practice and knowledge production. Participants will complete an Ethos of Care Credential and a foundational paper to inform implications for care in practice.

Our work is ever-evolving, and optimistic that even the most permanent-seeming system of beliefs or policies once invented, can be transcended. Did you know that we have a TLC GRAM toolkit? You can start today by evaluating and tracking your progress in this community engaged care movement. I’m rooting for you.

Perspectives

Revolutionary Geographical Lessons from Mississippi Freedom Schools

July 4, 2024

Two young African-American girls look down from window in front of the Freedom School Photo by Ken Thompson, ©The General Board of Global Ministries of The United Methodist Church, Inc. Used with permission of Global Ministries.

Freedom School Photo by Ken Thompson, ©The General Board of Global Ministries of The United Methodist Church, Inc. Used with permission of Global Ministries.

By Derek H. Alderman, University of Tennessee and Joshua Inwood, Pennsylvania State University

The 60th anniversary of Freedom Summer is upon us. In the summer of 1964, several civil rights organizations, with the Student Non-Violent Coordinating Committee (SNCC) often leading the way, carried out a bold campaign uniting volunteers from across the country with oppressed, often forgotten, communities in Mississippi. This effort not only combated racial discrimination but also led to widespread changes, including expanding American democracy. The campaign’s grassroots, participatory approach empowered Black people through voter registration, community organizing, and education.

Freedom Schools were a transformative innovation of the Mississippi Freedom Project. SNCC workers and their local allies transformed churches, backyards, community centers, and other meeting places in Black communities into 41 Freedom Schools that served over 2,500 students of color. These schools provided a powerful alternative to a segregated and poorly funded state-run school system that sought to reproduce passive and demoralized Black communities—what SNCC organizer Bob Moses called the “sharecropper education.” Freedom Schools have their origin in the history of Black citizenship schools and a tradition of educational self-determination and “fugitive pedagogy” in the face of severe oppression dating back to the days of enslavement.

Freedom Schools met the basic educational needs of Black youth long denied an adequate education under racial apartheid. These schools also fostered African American creative expression, critical thinking, and appreciation for Black history and literature. These insurgent classrooms were spaces of open dialogue, encouraging students to question and challenge the ideologies and effects of racism, white supremacy, and inequalities in U.S. society. They built the self-esteem and activist skills necessary for students to participate in their own liberation. Historian Jon Hale notes that many Freedom School students worked to integrate public spaces and businesses, organize demonstrations and boycotts, and canvass communities to encourage voter registration. Although these schools operated for just six weeks in the summer of 1964, they proved influential in creating a revolutionary cadre of young Black Mississippians ready to take on the role of citizen leaders in their communities. Freedom Schools have continued to inspire educational models of social justice that are still found today.

Although scholars have often overlooked this fact, Geography was a pivotal part of the Freedom School curriculum. Freedom Schools offered revolutionary spatial learning and inquiry, focusing on Black students and their families’ often-ignored struggles and needs. Though not explicitly stated, the curriculum developers sought to spur students to develop an ‘anti-racist regional knowledge.’ This regional knowledge was not just a collection of facts and figures but a tool for understanding and challenging the power relations undergirding the building of the Deep South as a racially unjust region. It was an embodied and visceral form of geographic learning in which SNCC empowered students to reflect on their personal experiences with Jim Crow discrimination and identify the social and geographic forces behind their oppression. Running through the Freedom School curriculum was an idea made popular many years later by Clyde Woods, who argued that racialized underdevelopment in the South did not simply happen. It resulted from a monopoly of white power, what Woods called the “plantation bloc,” arresting the development opportunities of Black people – even as these oppressed communities found ways to survive and create.

Clyde Woods…argued that racialized underdevelopment in the South did not simply happen.

In our National Science Foundation-funded research, we have examined the Freedom School curriculum closely regarding geographic education, finding that these pedagogical ideas went beyond how Geography was taught in many schools and universities at the time. While top academic geographers in 1964 debated how to make the field more scientifically precise and the merits of systematic versus regional approaches, SNCC was in Mississippi creating course content that directly connected U.S. racism and segregation to broader regional and national analysis and putting its organic geographic intellectualism in the service of racial equality. The disconnect between Geography in Freedom Schools and what was practiced by ‘professional geographers’ speaks not just to the path-breaking nature of Freedom Summer but also to the complicity of our disciplinary spaces and practices in historically ignoring and excluding Black communities.

Along with colleagues Bethany Craig and Shaundra Cunningham, our paper in the Journal of Geography in Higher Education delves into Freedom Schools as a neglected chapter in geographic education. We highlight the curricular innovations they deployed in producing geographic knowledge accountable to Black experiences, communities, and places. Freedom School curriculum called on students to critically use geographic case studies to conduct regional comparisons — both within the U.S. and internationally — to situate Mississippi and the South within broader racial struggles and human rights geographies to raise the political consciousness and expand students’ relational sense of place.

At Freedom Schools, students developed skills using data from the U.S. Census and other sources to understand racial disparities in income and housing across communities in Mississippi and concerning their own families. Freedom Schools engaged students in interrogating the material landscapes of inequality to ask probing questions about the unjust distribution of resources from place to place. The curriculum frequently used maps, not just as passive locational references. Black students were given opportunities to produce “power maps,” which charted the social and spatial connections and networks between institutions and influential people undergirding the oppressive conditions in their community. Plotted on these unconventional but important cartographies were the larger geographic scales of power driving white supremacy—from the local to the national.

The disconnect between Geography in Freedom Schools and what was practiced by ‘professional geographers’ speaks not just to the path-breaking nature of Freedom Summer but also to the complicity of our disciplinary spaces and practices in historically ignoring and excluding Black communities.

As the nation remembers Freedom Summer, we encourage colleagues to delve into the revolutionary Geography lessons at work in Freedom Schools. This curriculum offers a window into the Black Geography knowledge production that always undergirded the Civil Rights Movement. It is an essential counterpoint to popular treatments that give too little attention to the intellectual labor and sophisticated planning behind the Movement. Black geographies of education, such as those found in Freedom Schools, provide an important avenue for recovering too easily forgotten activists and activism and how educational reform remains unfinished civil rights work.

Yet, examining the Freedom School curriculum is of more than historical importance. It directly inspires a question of importance to contemporary geography educators: How can we design a curriculum that serves not just the intellectual debates and interests of the field but responds directly to the everyday experiences, needs, and well-being of students and others from historically marginalized groups? When we publish critical research on equity and social justice, do we actively consider how that scholarship could translate to and impact educational praxis? As our field struggles with addressing issues of Diversity, Equity, and Inclusion (DEI) and broadening participation as well as the relevance of Geography in an environment of education retrenchment, it is essential to note that students of color yearn for an educational experience that responds to their humanity and daily struggles.

Toward a Geography of Freedom

Freedom Schools provoke us to ask: Are we doing enough to articulate a vision of geographic education that addresses and intervenes in the struggle for freedom? Do we project within our classrooms a geographic perspective that helps historically excluded student groups make sense of and challenge their oppression and recognize their historical and contemporary contributions to building the nation and the wider world? As a discipline, are we doing what Freedom Schools did in helping our students develop the skills to identify and resist structural inequalities?

More and more geographers are committed individually and departmentally to these questions. Still, Freedom Schools provokes us to consider whether a more systemic approach is needed to rebuild Geography education and curriculum. Freedom Schools provide a moment for our field to re-evaluate and broaden what counts as geographic learning, whose lives matter in our curriculum, and what social and political work geographic pedagogy should accomplish. Several years ago, a group of educational specialists developed a set of widely distributed National Geography Standards called Geography for Life, which stops short of prominently promoting peace, social and environmental justice, and anti-discrimination. Don’t we need a new set of curricular standards borrowed from 1964 Mississippi, called Geography for Freedom?

Black geographies of education, such as those found in Freedom Schools, provide an important avenue for recovering too easily forgotten activists and activism and how educational reform remains unfinished civil rights work.

Crafting a Geography for Freedom curriculum should be a shared responsibility and involves collaborating with K-12 educators. Our K-12 colleagues have been hit especially hard by growing pressure from states, school districts, and parents to limit the very kind of discussions about racial injustice once held sixty years ago in Freedom Schools. Many university professors wrongly assume that their jobs and programs in higher education are somehow separate from and not impacted by Geography at the primary and secondary levels. The chilling, if not the absolute loss, of the right to tell and teach truths in classrooms can spread to higher education, and there are signs that it already has done so.

Reforming and rewriting the geographic curriculum taught at educational institutions is crucial. Yet, the Freedom Schools’ legacy of operating independently of and in opposition to the state should provoke us to expand the spatial politics of where teaching and learning happen. It is necessary to move beyond the traditional classroom to develop a Geography for Freedom curriculum within what Jacob Nicholson calls “alternative, non-formal educational spaces” — whether that be teach-ins, reading and writing groups, afterschool and summer programs, teacher advocacy workshops, people’s schools or assemblies, mobile geospatial/citizen science labs, community radio shows, film screenings, or producing zines, infographics, and pamphlets.

Looking back upon Mississippi’s Freedom Schools and ‘discovering’ the role that Geography played in its educational activism should not be a feel-good moment for us in academic or professional geographic circles. Instead, it should push us to engage in a sober reckoning about what more our field can and should do to embrace the ideals and spatial imagination of Freedom Summer. We are 60 years behind, and it is time to catch up.

Perspectives is a column intended to give AAG members an opportunity to share ideas relevant to the practice of geography. If you have an idea for a Perspective, see our guidelines for more information.

Perspectives

A Toolkit for What Resists Fixing: Creating a Culture of Care

July 3, 2024

By Risha RaQuelle, Chief Strategy Officer

I most recently had the privilege of presenting a beta version of our TLC GRAM toolkit at the 2024 GFDA Department Leaders workshop with Dydia DeLyser of California State Fullerton and Daniel Trudeau of Macalester College. The TLC GRAM Toolkit is a compressed, operationalized approach to the AAG’s Justice, Equity, Diversity, and Inclusion Committee’s strategic plan. I was excited to share this newest version of the strategy, which we piloted with our JEDI Committee working groups, as a potential tool for geography departments and program leaders at a time when such tools are very much needed.

Briefly, I invited the participants to walk through the toolkit and consider their own justice, equity, diversity, and inclusion strategies in one of the seven domains: Training, (Focused) Listening, Communications, Governance, Reports, Advocacy, and Membership. Although created for use by geography education leaders, we hope that anyone could adapt these tools to a wide variety of settings. We have also taken care to prepare this for many contexts, knowing that some campuses and states are pushing back against JEDI programs in explicit ways. For program leaders in states where JEDI work is being challenged, the TLC GRAM framework provides a universal outline to consider how to do the work within these limitations, by emphasizing management and training approaches that have broad relevance for good governance and student support. For example, in the workshop, participants were invited to match existing and planned strategies with the TLC GRAM categories the activity aligned with.

This “inventory” approach is helpful for identifying a range of strategies and approaches that are already in place, viewing them through the lens of TLC GRAM “best practices,” and then identifying new methods they’d like to try.

The TLC GRAM inventory is a process designed to encourage leaders to identify and build on the JEDI practices they have planned or underway.

The TLC GRAM inventory is a process designed to encourage leaders to identify and build on the JEDI practices they have planned or underway. This approach also leads the participant to round out their JEDI practices by developing strategies within each of the seven domains of the toolkit. Through this process, a participant will begin to see opportunities for alignment, areas that overlap, and gaps in planning. When a team co-creates this list, it can be even more powerful, as they refine their brainstorming into clear and actionable steps, celebrating the opportunity to collaborate in accomplishing their identified aims.

In other words, the toolkit is designed to take the guesswork out of identifying the “perfect” strategy.

Why Seeking the “Perfect” Strategy is Not the Best Way

The request for a toolkit often comes with an expectation of highly specific steps to take, and this is understandable. Who wouldn’t want a quick and straightforward way to identify actions to take, find clear categories we can get right the first time, and co-create strategies that are seamless and efficient? However, a toolkit is just that: tools. Try as we might, we can’t make the tools themselves into the end. They are only the beginning of an intention toward change. Uncertainty, learning, trial and error are not only unavoidable, but necessary to facilitating change.

The work we do to intentionally create opportunities for systems change is not a short game. This work is deeply systemic, unpredictable, and requires long-term commitment. The temptation is to identify ALL the strategies that anyone has ever taken, listen to how they utilized them, and consider if those strategies may work in your own context. While there is value in considering many options, you as leader and your team are the best candidates for identifying what you want to accomplish and what might motivate you.

Knowing that this work requires patience, we can still motivate and energize ourselves by engaging in quick exercises to jumpstart our thinking.

Knowing that this work requires patience, we can still motivate and energize ourselves by engaging in quick exercises to jumpstart our thinking. Doing so allows us to become time delimited, listing activities that might be possible in each domain. Of course, fear and anxiety might emerge as the pressure builds to find the “perfect” strategy. The purpose of this exercise is to identify “a” strategy. Carving out 10-15 minutes together with your team will jump start a process to co-create and refine each strategy, as time permits. The goal is to see what might be possible. For example,

In the Training domain — I might want to identify what training courses are available to support faculty and staff or students in undertaking justice, equity, diversity, and inclusion work. An inventory of what exists in the department is a first step toward finding out who is already doing the work on our team. In states where constraints are being placed on many kinds of DEI programming, I might think creatively about ways to strengthen existing mentoring and leadership training programs and faculty development.
In the Focused Listening domain, a participant might say they will create opportunities to have discussions about a justice, equity, diversity, or inclusion strategy that the department might want to undertake. This could be during a staff meeting as a quick exercise. Again, this can take other forms, like a special listening activity for students to talk about their needs and experiences on campus. You could also regularly assess the departmental climate to ensure that it is ideally free of tensions and hostility and that it fosters a healthy, constructive and inclusive environment for all groups — students, faculty, and support staff.
In the Communications domain, one might identify who is represented on our website and why. Who is missing? Developing a strategy around gaining stories from scholars that you do not see on your website, personal testimonials, and narratives about their lived experiences in their research journey, could be a first start.
In the Governance domain, one might start with adding a justice, equity, diversity, and inclusion item (or a similar item focused on creating a culture of care, addressing full student needs, etc.) on every agenda to discuss opportunities for alignment and support. This way you will be certain to address this topic each time you meet.
In the Reports domain, you may want to identify what demographic reports exist for your department, who may have access to this and what might the trends be that you see as you disaggregate the data by demographic categories. You could also pair the demographic trends that you see with lived experiences of those that may not be represented in the data. What do we want to accomplish together and why, could be a first start.
In the Advocacy domain, you could identify what your advocacy aims are for your department, how you might support them and who might want to get involved.
In the Membership domain you might want to identify who makes up your department, team, or classroom, taking an assessment of who is missing and how you might find new opportunities to engage or recruit those that are not present.

While we can quibble over aspects of what is represented in the toolkit — and this matters — the first attempt is to take the first step, write something down and commit to doing the work. Pull the list together, with your team, co-create and consider the possibilities and limitations, with others, and start somewhere. You will be surprised at what you will accomplish when you take this first step. Please contact me so that we may celebrate your success. I am rooting for you!

Download the toolkit

Perspectives

Responding to the Critical Moment

June 4, 2024

By Risha RaQuelle, Chief Strategy Officer

This month, we are sharing more information about AAG’s Research Partnerships Initiative, and specifically the current Request for Partners (RFP) for Targeted Mentoring Networks. During AAG’s months of development around these initiatives, as well as the discussions and insights offered by participants at AAG 2024, I was reminded of a term that is often used and sometimes comes under fire, yet is seldom fully understood. That word is “critical.”

In her recent column on the importance of language and terminology in education, outgoing chair Dr. Caroline Nagle of the AAG’s Justice, Equity, Diversity and Inclusion (JEDI) committee discussed the temptations and pitfalls to “rebranding” a word or concept that is attracting pressure and attention. She was speaking primarily of the terms associated with Diversity, Equity and Inclusion (DEI), but could easily have been speaking of a word like “critical,” which has been a flashpoint for ideological attacks on everything from educational goals for critical thinking to the development of critical race theory, a legal concept widely misidentified with all race-conscious educational efforts.

It turns out that “critical,” like the discipline of geography itself, is a complex, multi-faceted concept, oversimplified in the public eye. Its surprising origins and shades of meaning are worth exploring as we become more proactive and responsive to ways to strengthen and support the talented people who should be—and stay—in our field.

In last month’s column, I spoke of the fact that cultures of care do not, typically, simply come together because someone just thought it was a good idea. All too often a critical incident reveals the harmful inadequacy of a system or community to meet the needs of all people, whether in a department or program or at an institution itself. A culture of care is initiated because something happened, someone was excluded or harmed, and care must be prioritized to prevent the event repeating. Here, the root meaning of critical matters greatly: from the Greek medical word krisis, meaning a point at which a patient can either improve or worsen. These incidents are decisive points in which we can choose to address harm and strengthen our support systems, or permit the harm to metastasize instead. Notably, crisis and critical are also related to krinein, meaning “to separate, decide, judge…distinguish.”

These meanings suggest a specific perspective for our work of care and transformation in geography. We are challenged as never before to reflect, respond, speak, and intervene where we can by using observation and discernment; to collectively and individually identify the critical moments that point to an urgent need for action.

Collective Care in a Time of Constraint

The reality now is that many of us are working in environments where it can be hard or impossible to meet these needs directly because the very act of speaking up, naming issues and specific incidents, or confronting systemic issues has been hampered by formal or informal silencing, policies against DEI training and activity, and the like. That is why it will be ever more important for the AAG to support and lead proactively, to put the elements of care in place and monitor progress through our JEDI Committee and research partnerships.

We know that critical incidents do not magically go away in the memory or in the present reality of our lives. They remain part of the work—hopefully a catalyst, but often an obstacle. We must support one another with caring strategies to help us share knowledge, co-create, organize, and make the discipline better.

Explore the AAG Targeted Mentoring Network Effort

Mentoring is one of many important areas of educational and professional support, with powerful potential to detect, correct, and hopefully prevent critical incidents, along with its value for the important decisions about research and careers. Yet mentoring is often thought of as one-dimensional, as a classic one-to-one and one-way relationship of an experienced sage to new acolyte. AAG is seeking new ways to energize the practice of mentorship, and specifically to seek partnerships to co-identify grant funding to seed and support ways to mentor geographers with more sensitivity to their identities, needs and aspirations, life experiences, and backgrounds through creating partnerships to develop Targeted Mentoring Networks.

With the leadership of the Targeted Mentoring Network (TMN) Working Group, and the support of the incoming AAG president Patricia Ehrkamp, chair of the AAG Mentoring Task Force, we have issued the first formal Request for Partnership (RFP) of our Research Partnership Initiative, focused on targeted mentoring networks (TMNs). We are open to your ideas for a variety of TMNs, and we believe in a plurality of answers that allow participants to acknowledge certain aspects of their career identity, inclusive of their positionality, and intersectionality. Finding guidance through the unbeaten pathway of our interdisciplinary field often requires more than one mentor. Through the options explored in the TMN initiative, we hope that geographers will be able to connect to any number of TMN they identify with, helping them build their “Mentor Map.”

Join us in exploring what the Targeted Mentoring Networks effort can become. The RFP is active through August 5. We encourage you to learn more and apply.

This award is based upon work supported by the National Science Foundation under Award No. 2324401 and Award No. 2324402. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

Perspectives

Annual Meeting 2024: Expectations and Anticipation

May 7, 2024

By Risha RaQuelle

As I reflect on AAG’s work from last year’s annual meeting to this year’s, one word of many come to mind: Transition.

We, members, leaders, and staff of AAG, are living and enduring many transitions, both globally and locally. Yet these transitions require us to continue momentum: Momentum in our reflection and commitment to our core value systems and in our collective call to action through our research, teaching, and service.

It is hard enough to effect transition in the institutions, systems, and ethical frameworks in which we operate. Added to this are the personal and professional transitions always churning in our own lives, sometimes all at once. It can be hard to see a clear dividing line for some, as for example the campuses and organizations where we work experience challenges and shocks to their traditional ways of doing business, challenges in which we too can be caught up.

None of our efforts are possible without you. We are grateful for your partnership.

Opportunities to Get Involved

The annual meeting offered us numerous opportunities to elevate our voices, particularly within the framework of research and scholarship. A throughline is the set of opportunities to partner with AAG in research and to elevate a care ethic in research, particularly at institutions that sometimes have challenges to their ability to compete with larger R1 institutions. Here are just a few possibilities for you to get more involved in effecting this kind of change in our discipline:

Request for Partnerships (RFP). We hosted a session and a set of workshops to acquaint participants in the new AAG Request for Partnerships initiative, as a direct result of our commitment to care in the academy and our collective community at the AAG. The first formal RFP is active through August 5, and focused on targeted mentoring networks. Learn more and apply.
Convening of Care. Culminating in a forum of 30 participants in September, the Convening aims to shift the presumptive practices of the research enterprise toward policies and systems informed by an ethos of care. Although the first open round for participation closed May 1, we continue to seek applicants representing specific cohorts of experience among researchers. Find out more.

One of the most valuable discussions that grew from our sessions were the observations of participants who pointed out gaps in our proposed approach, which does not explicitly acknowledge how often a precipitating event creates the need to consider and enact a care ethic. Care is an act of benevolence, but more than that, it is an act of concern that stems from a root cause that has revealed an uncaring environment. As participants observed, a precipitating event is often the catalyst toward creating a caring environment. These are what I call critical incidents. These critical incidents are lived experiences that scholars and professionals experience as they navigate access to organizational or institutional resources. In our discussions at AAG 2024, this was illuminated by participants who shared their lived experiences during the session, including experiences they have had at the AAG.

Our Core Value of and Ethos of Care

This discussion of care, what it means and how best to bring it to the foreground, brings us back to our association, our membership, our community of values in geography, the value of membership, convening, and collective action. Beyond the career advancement, networking, and ability to stay apprised of development in the field, being part of AAG offers the possibility–the beauty—of making an impact in the work we each do.

In the wake of an amazing meeting, meeting new people and current colleagues both virtually and in person, I ask that you continue to reach out. Continue to show up. Continue to respond to the calls to actions.

Specifically, we will seek new members for the JEDI Committee and its seven TLC-GRAM subcommittees. Find out more about what we are doing, what we aim to do, and how your vision can be integrated into that work.

Our commitment is to be intentional about identifying timelines for engagement and involvement. By this meaning, when we ask for your service, we will set deadlines for completion of that service and apply our own principles of care to the whole person you bring to the work. We understand that all of us are being pulled in many fruitful and challenging directions. We strive to respect your time with respect to these efforts.

With many thanks and inspiration, as I close out this column and continue to issue the call to action and collaboration.

Perspectives

Community College Geography and Geographers: An Opportunity for Elevating the Discipline

May 7, 2024

Apples lined up on a flat surface; Credit: Isabella Fischer, Unsplash

By Mike DeVivo
Grand Rapids Community College

Often underemphasized in higher education is the important role played by community colleges, which continue to be responsible for the education of 38% of all American undergraduates enrolled in public colleges and universities. Although David Kaplan’s presidential address and the AAG strategic plan have accentuated their importance, two-year institutions largely remain an untapped resource for our discipline. Enlisting community college faculty as fellow partisans engaged in the fight to keep geography as an imperative discipline on the higher education landscape has merit, for enrollment declines have occurred across the U.S. and geography programs remain at risk of termination; in many regional institutions, which nationwide have seen a 4% drop in enrollment during the past decade, this is a critical issue. Moreover, community colleges do much in contributing to the mission of advancing justice, equity, diversity, and inclusion.

The demographic attributes of community college students contrast sharply with those in traditional institutions of higher learning; 30% are first generation, 16% are single parents, 5% are veterans, and 21% have disabilities. In terms of undergraduate underrepresented populations overall, community colleges enroll 52% of Native Americans, 48% of Hispanics, 39% of Blacks, and 34% of Asian Pacific Islanders. For a majority of community college students, working one or two jobs while pursuing studies is a way of life.

Community college transfer students make up 20% of the overall undergraduate enrollment in public four-year institutions; in California, it is 25%, and in Florida, it is 33%. Once community college students have transferred to four-year institutions, their retention rate of 81% is higher than that of other transfer students, as well as those who began as freshmen; 68% of associate degree recipients are awarded bachelor’s degrees within four years of entering their selected transfer institution.

Although the average student in a two-year institution is 28 years of age, community colleges are also responsible for the education of many high school students; 34% of secondary school students complete college courses prior to their high school graduation. The number taking geography courses at community colleges is not small, and their interest in pursuing geography as a major at four-year institutions is growing. Certainly, their exposure to the discipline contributes to an expansion of geography majors in transfer institutions, as does the exposure of our field to the non-traditional students making up the lion’s share of enrollment in community colleges.

Non-traditional students are increasing in importance as traditionally aged college students are declining. The National Center for Education Statistics has forecasted a 2.1% decrease in high school student enrollment between 2020 and 2030; further declines are likely in the following decade. Geography programs in both two-year and four-year institutions stand to benefit much from establishing close partnerships, which is likely to increase undergraduate enrollments in each; but it is more than just a numbers game. Expanding the presence of geography enhances opportunities to diversify the discipline, demonstrate its value to society, and educate knowledgeable public citizens. As the onus of responsibility in building these relationships must be placed equally upon the shoulders of the faculty at both two-year and four-year institutions, discussed below are some prudent considerations.

General Education and Transfer. Geography can play an important part in the general education curricula of the institutions in which the discipline persists, for unlike most disciplines, geography courses can be listed among those meeting Social Sciences, Natural Sciences, and Diversity requirements. Moreover, general education course enrollments often validate the presence of geography programs and provide opportunities for attracting majors. Expanding the number of general education geography courses at four-year institutions increases the discipline’s exposure, and developing corresponding courses at two-year institutions does the same. Ensuring their transferability is imperative.

Distance Education. Enhancing distance education at both community colleges and their corresponding transfer institutions is a must; creation of online, hybrid, and short-term residency courses can accommodate student needs. More than 40% of community college students complete most of their coursework online, and for some it is a necessity; 12% do not have the means to commute to the classroom and 9% must care for a family member. As bachelor’s degree distance education programs in geography are limited, developing affordable options to meet the needs of community college transfer students brings considerable benefit to the discipline.

Teaching and Mentoring. Not only is interactive engagement expected, but teaching and mentoring are also attributes that enhance learning, such as empathy, understanding, and compassion. Likely, most college students are characterized by three or more adverse childhood experiences, which can markedly affect academic performance. Faculty are tasked with adopting some level of flexibility while also maintaining academic rigor. By establishing mutually respectful academic relationships, geography faculty in community colleges can assist promising students to gain awareness of the opportunities the discipline has to offer, which should not only include entry-level employment prospects, but also graduate school assistantships and fellowships. Of course, collaboration with transfer institutions does much to facilitate success.

GTU & VGSP. As one of the few honor societies endorsed by the Association of College Honor Societies that charters chapters in community colleges, Gamma Theta Upsilon’s presence can play a role in elevating the status of geography. A GTU chapter not only enhances the visibility of the discipline, it provides students a forum in which they can plan conference presentations, raise funds for travel, and make contributions to the local community, such as spearheading food drives for children in poverty, and engaging in service in other ways. Moreover, the Visiting Geographical Scientist Program, administered by the AAG and funded by GTU, provides an opportunity for faculty and students in two-year and four-year institutions to collaborate in co-hosting visiting speakers. These kinds of partnerships can be effective in recruitment of majors and showcasing geography to administrative leaders and members of the public. As two-year institutions tend to have close ties to local communities, community college geographers can play an important role in facilitating the town and gown relationships with geography faculty in local four-year institutions.

Academic Conferences. Annual meetings of the AAG in addition to those of its regional divisions, and state geographical societies (e.g., California Geographical Society) provide opportunities for faculty and students from academic institutions of all types to confer, present their research, and engage in the relationship-building that contributes to the success of academic geography.

Indeed, the AAG plays a critical role here, for among other things, elevating the discipline tasks the organization’s leadership to elevate the status of regional division annual meetings. Moreover, the organization must demonstrate both vitality and value to all academic geographers, many of whom have been on the hinterlands of American higher education for years. Urgent action is needed to address some of the 21st century changes in higher education that can adversely impact academic geography and the “health” of departments.” Developing community college-university alliances will not resolve all—or even most—issues facing geography programs; but these kinds of partnerships carry the potential to do a lot in the shaping of healthy departments.

References

American Association of Geographers. 2023. AAG Strategic Plan: 2023-2025. Washington, DC: American Association of Geographers.

American Association of Geographers. 2022. The State of Geography. Washington, DC: American Association of Geographers.

American Association of Community Colleges. 2023. Fast Facts 2023.

Brenan, M. 2023. Americans’ Confidence in Higher Education Down Sharply. Gallup (11 July).

Fry, R & Cilluffo, A. 2019. A Rising Share of undergraduates are from Poor Families, Especially at Less Selective Colleges. Pew Research Center (May).

Gardner, L. 2023. Regional Public Colleges are Affordable—but is that enough to draw students? The Chronicle of Higher Education: 28 July.

Kaplan, D. 2023. Who Are We? Redefining the Academic Community. Annals of the American Association of Geographers 113 (8): 2003-2012.

National Center for Education Statistics. 2024. Digest of Education Statistics, 2022. Washington, DC: US Department of Education.

Velasco, T. et al. 2024a. Tracking Transfer: Community College Effectiveness in Broadening Bachelor’s Degree Attainment. New York: Community College Research Center.

Velasco, T. et al. 2024b. Tracking Transfer: Four-Year Institutional Effectiveness in Broadening Bachelor’s Degree Attainment. New York: Community College Research Center.

The Healthy Departments Committee provides engaged guidance and action that enhances the future health and excellence of academic geography departments across the country. Take advantage of our resources and get your voice heard.

Perspectives

Call for Participation for the Convening of Care in Washington, DC

March 6, 2024

By Risha RaQuelle

I’m excited to share with you the Call for Participation for the upcoming Convening of Care, scheduled to take place in Washington, DC, September 19-20, 2024. Funded by the National Science Foundation and in partnership with the University of Colorado Colorado Springs (UCCS) and the National Organization of Research Development Professionals (NORDP), the convening will bring together 30 participants from three different, key perspectives within the research enterprise: funding officers at colleges and universities, department chairs, and early-career geographers.

If you would like to attend, take a look at our Call and start your application.

The convening will lay the groundwork for alternative standards in the research enterprise — defined as the systems and activities that lead to funding and research — by asking participants to reconsider their work through an “ethos of care” framework. Based on work by Principal Investigator Emily Skop of UCCS has led, an ethos of care seeks to enhance practices and processes within the research enterprise and enable collaborators to confront and address the accepted norms of power and bias, and to “resolve to disrupt and transform those norms in a mutually beneficial, evolving and inspiring manner.”

We are especially eager to see participants from Emerging Research Institutions (ERIs), Minority Serving Institutions (MSIs), and community colleges, who are often under-resourced yet most qualified to address the much-needed change to align institutional research activities with the goals of belonging, access, justice, equity, diversity, and inclusion (BAJEDI).

Questions? You can sign up for Friday Office Hours to meet with me as one of the two Principal Investigators.