Em tempos de aprendizagem ubíqua, a sala de aula torna-se um território multidimensional, fonte de saberes múltiplos, conectado, multifacetado, interativo. O texto desta tese insere-se no contexto da inovação na Geografia Escolar impulsionada pelo processo de autoria na aprendizagem. O objetivo geral centrou-se em cartografar processos de autoria de objetos de aprendizagem (OAs) no aprender Geografia. De modo mais específico, objetivou-se: (a) articular os conceitos de cibercultura, objetos de aprendizagem, e-práticas pedagógicas contemporâneas no ensino de Geografia. Para tanto, recorro aos autores de forma integrada, buscando o entendimento de como a contemporaneidade e suas ferramentas teóricas, e seus modos de olhar podem, efetivamente, contribuir no aprender Geografia; (b) analisar os aspectos inerentes aos objetos de aprendizagem, concebendo-os por meio de suas metodologias, metáforas e características próprias, isto é, trazer para a escola e para discussão na linha de ensino de Geografia, os objetos de aprendizagem enquanto potenciais pedagógicos; (c) propor aos alunos a autoria de objetos de aprendizagem geográficos, cartografando as distintas possibilidades de aprender na cibercultura. Teve-se, como locus, a sala de aula da turma 9 A-2015, da Escola Municipal Pernambuco, localizada no Bairro Niterói, no município de Canoas-RS. Partiu-se do pressuposto que o percurso metodológico da Cartografia movimenta-se em linhas: experimentação, exploração e autoria. Em cada movimento, realizaramse idas e vindas, os quais perfazem a investigação que envolveu alunos-autores no processo de elaboração de OAs. Dos resultados, destacam-se as seguintes contribuições: a construção de três objetos de aprendizagem, com autoria de alunos, abordando as temáticas Rio Gravataí, Transporte e Migração, e População. O processo de autoria de OA possibilitou o desenvolvimento do conceito e-práticas pedagógicas, relacionando as práticas geográficas ao contexto da aprendizagem úbiqua na cibercultura. No contexto das ideias apresentadas, a pesquisa que orientou a construção da tese inscreve-se na corrente vital do processo de ensino e aprendizagem, ao rasurar geografias com os potenciais de e-práticas pedagógicas na (da) Cibercultura. As metamorfoses do pensamento geográfico e, por conseguinte, de seus conceitos estão implícitas na sala de aula, em tempos e espaços de aprendizagem ubíqua, na qual o digital encontra-se arraigado no cotidiano dos nossos alunos. As reflexões e proposições sobre a relação autoria de OAs através de e-práticas pedagógicas coloca a cibercultura na apropriação de saberes ampliando os potenciais tecnológicos de aprendizagem, principalmente, por direcionar o conhecimento às práticas comuns do seu cotidiano. É fundamental ampliar essa concepção, podemos ser autores dos nossos potenciais didáticos digitais através das e-práticas pedagógicas. Deste modo, a relação cibercultura, OAs e e-práticas cria potenciais com diferentes linguagens para mediar o processo de ensino e aprendizagem de Geografia. Experiência, vivência e territorialização de formas distintas e plurais de aprendizagem, a autoria como apropriação dos saberes são rasuras na escola que a turma 9 A – 2015 realizou. / In ubiquitous learning times, the classroom becomes a multidimensional territory, source of multiple knowledge, connected, multi-faceted, interactive. The text of this thesis is part of the context of innovation in School Geography driven by the authoring process in learning. The overall objective focused on mapping learning objects authoring processes (OAs) in learning geography. More specifically, it aimed to: (a) articulate the concepts of cyberculture, learning objects, e-practical contemporary pedagogical in teaching of Geography. More specifically, it aimed to: (a) articulate the concepts of cyberculture, learning objects, e-practical contemporary pedagogical teaching of Geography. Therefore, we turn to the authors in an integrated manner, seeking the understanding of how contemporary and its theoretical tools, and their ways of looking can effectively contribute to the learning geography; (B) to analyze the aspects related to learning objects, conceiving them through their methodologies, conceiving them by their metaphors and their own characteristics, that is, bring to school and for discussion in geography teaching line, learning objects as potential teaching ; (C) propose to the students the authorship of spatial learning objects, charting the different possibilities of learning in cyberculture. As locus we had the classroom of the class 9 A-2015 of the Municipal School Pernambuco, located in Niteroi neighborhood in the city of Canoas-RS. It was started from the assumption that the methodological approach of Cartography moves in lines: experimentation, exploration and authorship. In every movement, there were comings and goings, which make up the research that involved students-authors on the OAs drafting process. From the results, the following contributions are: the construction of three learning objects, authored by students, addressing the themes Gravataí River, Transport and Migration and Population. The OA authoring process enabled the development of the concept of pedagogical e-practical, relating the geographical practices to the Ubiquitous learning in cyberculture. In the context of the ideas presented, the research that guided the construction of the thesis is part of the life stream of the process of teaching and learning, when erase geographies with the potential of teaching e- practices (in the) Cyberculture. The metamorphoses of geographical thought and therefore of its concepts are implicit in the classroom, in time and space of ubiquitous learning, in which the digital is rooted in the daily lives of our students. The reflections and proposals on the OAs authored relationship through educational e-practices puts cyberculture in the appropriation of knowledge expanding the potential of technological learning, primarily by direct knowledge to their daily common practices. It is essential to extend this concepts, students can be authors of their digital learning potential through educational e-practices. Thus, cyberculture relationship, OAs and pedagogical e- practical’s can develop potential, with different languages, to maximize the learning of geography. Experience and territorial distinct and plural forms of learning, authorship and appropriation of knowledge are erasures that the school the class 9 - 2015 held.

Com a intencionalidade de se colaborar com uma cartografia digital proposta, a pesquisa desenvolveu uma metodologia rizomática para se grafar as relações entre os Idosos e a cidade de Porto Alegre. Tal leitura-grafia foi construída pelos alunos do 3º Ano, Turma 312, do Ensino Médio do Instituto de Educação Flores da Cunha. A aprendizagem, baseada no estudo de demografia, conhecimento adquirido ao longo dos anos escolares na disciplina de Geografia, mas cujo estudo mais complexo se dá durante o ensino médio, através do estudo das populações – com ênfase na população brasileira – teve o estudo do envelhecimento da população como norteador da pesquisa. Para tal, aprofundamos os estudos, sob as lentes da Geografia e dos Estudos Culturais, para as transformações demográficas que acontecem a nível mundial, federal e estadual, discutindo questões políticas públicas, panoramas sociais e econômicos de os diferentes discursos que constroem múltiplas facetas sobre a terceira idade. Apontamos nosso olhar para o cotidiano da cidade de Porto Alegre e miramos nas questões de infraestrutura e acesso à cidade, ao lazer e à saúde da população Idosa. Perante a esse leque de possibilidades, acabamos por escolher, durante os percursos trilhados, aqueles caminhos que nos ofereceram sentido para a nossa cartografia das representações do envelhecer em Porto Alegre. Pretendeu-se com isso, além de abordar temas estudados em sala de aula, aproximar as gerações, observar os usos dos espaços na cidade de Porto Alegre e construir no jovem uma consciência dos problemas sociais decorrentes do envelhecimento da população brasileira, e os enfrentamentos que essa população tem seu cotidiano. Todas as informações sistematizadas, referentes à população idosa de cada cidade, construíram o que se denomina atualmente de Cartografia Colaborativa digital, onde, os dados e informações que coletamos ao longo da pesquisa serviram para compartilhar digitalmente e compor nossa colaboração na cartografia da página de internet “Mapeando o topo da pirâmide”. / With the intentionality of collaborating on a proposed digital cartography, the research developed a rhizomatic methodology to describe relationships between the elderly and the city of Porto Alegre. This reading-graphic was built by students of the 3rd Year of high school, Class 312, of the Institute of Education Flores da Cunha. Learning, based on the study of demography, knowledge acquired during school years of the discipline of Geography, but whose more complex study is given at high school level, through the study of populations - with emphasis on the Brazilian population - being the population aging studies our research guide. In order to do so, we deepen the studies, under the lenses of Geography and Cultural Studies, into demographic transformations that take place at the world, federal and state levels, discussing public policy issues, social and economic scenarios of the different speeches that construct multiple facets about third Age. We turn our eyes to the daily life of the city of Porto Alegre and aim at the issues of infrastructure and access to the city, leisure and health of the elderly population. Under this range of possibilities, we ended up choosing, along the trails traveled, the paths that gave us meaning for our cartography of the representations of aging in Porto Alegre. It was intended, besides addressing topics studied in the classroom, to bring the generations closer together, to observe the uses of spaces in the city of Porto Alegre and to build in the young person an awareness of the social problems resulting from the aging of the Brazilian population, and the confrontations on which this population has its daily life. All the systematized information about the elderly population of each city built what is currently called Digital Collaborative Cartography, where the data and information we collected over the research served to digitally share and compose our collaboration in the cartography of the website “Mapeando o topo da Pirâmide" (Mapping the top of the pyramid).

This dissertation investigates the place-making practices of African American lesbians in Atlanta, Georgia, from 1990 to 2010. For this project, I ask how African American lesbians claim space to examine how race, sexuality, and class shape their place-making practices. The study is situated in the city before and following the 1996 Olympic Games, which was a period of rapid social, economic, and political growth. The primary question posed in this study is as follows: How do African American lesbians claim space in Atlanta? This dissertation posits three arguments. First, African American queer spaces are transitory, reflecting the shrinking boundaries of black neighborhoods within the contemporary city. Second, these spaces are informed and forged by the sexual, racial, and classed identities of participants. Third, through their place-making practices, struggles, and contestations over public space, African Americans have transformed sites in the city into black queer cartographies. In this empirically informed study, I employ ethnographic research methods, participant observation, archival research, oral histories, and in-depth interviews. By positioning black queer cartographies within the larger schematic of African American life, this work extends current understandings of queer space and builds on the growing subarea of black queer geographies (McBride 2007; Bailey 2011; Eaves 2017). Multiple sites that reflect the transitory and clandestine nature of locating queer space are mentioned in the work. Within Atlanta’s neighborhoods of Midtown, Southwest Atlanta, and Westside, African American lesbians curated spaces that validated their identities and provided a sense of belonging during the period studied.

This dissertation examines the role of affect and emotion in contemporary citizenship practices along the US-Mexico border. Drawing from mixed qualitative methods, this dissertation employs inter-subjective research practice to understand the entanglement between the state, objects, citizen, and non-citizen along the border. This study presents two interrelated findings: 1) state security objects "impress" and mediate citizen movements, and 2) a dual masculinity of offensive and defensive emerges around compassionate actions toward or distancing actions from migrants in need of aid or assistance. Drawing on Slavoj Žižek, this dissertation explores the border-as-parallax-object to reveal the ways that the border is inscribed beyond the material fence. In this way, this dissertation connects disparate literature within human geography concerning materiality and psychoanalytic theory. By psychoanalytically reading and coding research interviews, this dissertation also develops the concepts of the face-of-the-state and ambivalent citizenship to elucidate the impact of security objects on citizen practices. The findings build toward a new subfield in political geography: emotional border studies.

This thesis examines the experiences and interpretations of place of immigrant women in Kingston and Peterborough, Ontario. Immigrant women in smaller Canadian cities contend with a varied and unique set of circumstances that are specific to their geographic positioning. Kingston and Peterborough, with populations of under 150,000 residents, are cities with particular racial discourses. Racialized discourses in Kingston and Peterborough identify each of these places as white cities. As a result, racialized inhabitants who reside in these cities are subsequently rendered invisible or out of place. Participants of my research, most of whom are racialized visible minorities, have all had to contend with oppressive effects of negotiating a white, and oftentimes unwelcoming landscape. There are three main objectives to my research. First, my desire was to learn about immigrant women’s lived realities and to better understand how the experience of migration and racialization had affected their lives. Second, I wanted to facilitate opportunities for women to share their stories with each other in the hopes of perhaps creating the types of learning experiences that would empower participants. Facilitating social interactions in which women could voice their experiences and share their emotional geographies became the most meaningful aspect of this research project at the level of the individual. Finally, I wanted our collaborative research experience to reach the wider public with the intention of creating transformative social change. The voices of immigrant women in smaller cities are often ignored or overlooked, and this gap in knowledge, I believed, was in need of exploring. Previous studies with immigrant women have focused primarily on immigrant women who live in larger Canadian cities. Little research has been directed at smaller cities such as Kingston and Peterborough and my thesis seeks to begin to remedy this oversight. / Thesis (Master, Geography) -- Queen's University, 2008-11-24 16:07:56.728

This thesis examines how and under what influences communities of Islamic faith have developed in post-Soviet Russia. My arguments are based on research conducted in Astrakhan, Russia in the summer of 2009. Astrakhan is the capital of Astrakhan Oblast in southwest Russia and has a reputation for being a multi-confessional and multi-ethnic city. Astrakhan is home to Russians, Tatars, Kazakhs, Kalmyks, and many other nationalities. I draw from interviews and newspaper analysis to examine what the local landscape of Islam looks like in Astrakhan, how has it changed since the collapse of the USSR, and what future trends are emerging. Mosque renovations and demolitions are the center of my analysis. Drawing on scholarship in critical geopolitics and critical geographies of religion, this paper seeks to understand how the Kremlin and other levels of government influence the development of Islam locally within Astrakhan. Interviews are used to study local understandings of the changing forms of Islam in Astrakhan, and to see if locals believe that the state has been supportive to the Islamic community. My research contributes to wider scholarship on the importance of the relationship between the state and local Islamic communities for Islamic nation-building in the Russian Federation.

This thesis examines the role of interpretation in legal encounter in Lexington, Kentucky. Through an analysis of legal and interpretation practices, this study seeks to ascertain how these practices may affect non-native or low-proficiency English speakers’ (LLPs) experiences with both federal and local laws and legal spaces. This place-based study involves in-depth qualitative research. Using the methodological framework of feminist geo-jurisprudence, this research contributes to our understanding of 1) the limits of the publicity of legal space and, more specifically, the ways in which language barriers can prevent legal inclusion; 2) local strategies and tactics for dealing with the challenges to meaningful access before the law in terms of language as outlined by Title IV of the 1964 U.S. Civil Rights Act; 3) the broader implications of language access for immigrants and non-citizens at the intersection of legal discourse and society (discursive legal space). Furthermore, this research addresses the absence and presence of hospitality (Derrida, 2005) from this site of citizenship negotiation, and it addresses the ethics of hospitality behind the work that attempts to resist legal closure and to enforce laws that protect, rather than persecute, those facing language barriers.

White-tailed deer (WTD) (Odocoileus virginianus) were studied within the Greater Winnipeg Area (GWA) to investigate urban deer home range size, habitat use, and seasonal movement patterns. A comparative analysis was also completed in Riding Mountain National Park (RMNP) in order to assess the similarities and differences between urban and rural deer spatial and temporal movement patterns. The study revealed differences in the spatial land use patterns of these two cohorts with substantially smaller urban WTD monthly and seasonal home range sizes than in RMNP. Building on the findings derived from the animal-borne locational data, an investigation into the human social dynamics associated with the urban deer herd indicated that human behavior heavily influences urban deer movement. Using a critical case study approach, the research investigated the wildlife value orientations and the emotional dispositions associated with the human behavior of intentionally supplying artificial food sources for deer. The spatial and temporal occurrences of urban deer-vehicle collisions (DVCs) and the factors associated with high risk DVC roadways were not random, and human social behavior is correlated to the frequency and location of DVC occurrences in the GWA. This research identifies management strategies to successfully mitigate human-wildlife conflict and the associated human-human conflict within the GWA, as well as the need for, and challenges associated with, an integrated approach to urban wildlife management.

This thesis attends to recent calls and decades of demands to de-whiten and de-colonise the discipline of Geography and higher education more broadly. This manuscript contributes unique empirical research and analysis on race, gender, sexuality and everyday life to geographies of intersectionality, visceral geographies of (micro)aggressions, and toxic geographies. Intersectionality is a Black Feminist framework that centres the entanglement of race and gender, (micro)aggressions are often unconscious and subtle insults experienced at the scale of the body by marginalized people, and toxic geographies are spaces with high concentrations of (micro)aggressions. The main objectives are to explore the co-constitutive nature of (micro)aggressions and space, engage intersectionality in practice through Participatory Action Research (PAR), and to centre the lives and promote the agency of students of colour, women, queer, transgender and gender non-conforming (TGNC) students in US higher education. The empirical research of this thesis is a PAR project and team composed of eleven people, myself included, on race, gender, and sexuality based (micro)aggressions at an elite US residential institution of higher education. The PAR team collectively curated a public art event where the university community was invited to share stories of (micro)aggressions experienced, witnessed, and produced. The PAR team’s efforts resulted in a powerful encounter that led to changes in policy and practice to mitigate toxicity in one particular place. The analysis of the empirical research involves an exploration of the fluidity, fixity, and spatiality of toxic geographies along the axes of race, gender and sexuality and within the context of the academic-military-prison industrial complex (AMPIC), a framework of structural violence. In addition, this thesis applies the higher-level analytic of intersectionality to the empirical research, connecting the micro level of (micro)aggressions, the meso level of the PAR team, and the macro level of the AMPIC to provide an empirical example of the complexity of toxic geographies, and an avenue for future research, by highlighting the material impact of the neoliberal university on the mental health of students of colour, women, queer, and TGNC students.

A geografia invisível norteia esse caminhar aqui proferido em diversos momentos, internos e externos, que diante de um ato reflexivo com a vontade de potência em Nietzsche, colabora para não desqualificar tudo que já ocorreu até aqui mas, provocar tudo e todos de alguma forma, para outros olhares geográficos. É preciso distanciar-se dessa perpétua materialidade desses sistemas de objetos e de ações, não aniquilar, mas potencializar para outros olhares. A presente pesquisa problematiza que uma realidade não cabe na outra, mas acima de tudo, uma esta na outra. Geografias Invisíveis é um ponto confrontador, inserido como meu meta-ponto para analise das realidades. A analise opera e situa-se por momentos no processo biográfico, genealógico das minhas experiências coexistentes. Assim, o termo invisível faz um papel de confronto às objetivações, idealizações que embora tenham uma genealogia profunda na sua praticidade tornam-se muletas, que fazem da realidade um ato desconexo para com o mundo da vida. Devemos ultrapassar a questão social e individual dos moldes atuais, para dessa forma, diante de um mundo de perspectivismo, elaborar uma nova forma de perceber e conceber esse mundo. Devemos encarar as perspectivas atuais como nocivas para esse homem atual, pois esse mundo foi criado para anular qualquer ordem diferente da sua. Coloco a filosofia de Nietzsche como um grande marco para um rompimento paradigmático, pois para o autor tudo tem interesse, e dentro desse caminho existencial a consciência é um subproduto insignificante da nossa psique, uma espécie de holofote, um recorte, um ponto de vista dentro da manifestação existencial do homem. / Invisible geography guides this journey, which has taken place in various moments, internal and external, that, in the face of a reflexive act with the will to power in Nietzsche, collaborates not to disqualify everything that has happened up to now but to provoke everything and everyone in some way, for other geographical views. It is necessary to distance ourselves from this perpetual materiality of these systems of objects and actions, not to annihilate, but to potentiate for other looks. The present research problematizes that one reality does not fit in the other, but above all, one in the other. Invisible Geographies is a confronting point, inserted as my meta-point for analyzing realities. The analysis operates and situates itself at times in the biographical, genealogical process of my coexistent experiences. Thus the invisible term plays a role in confronting the objectifications, idealizations that, although they have a deep genealogy in their practicality, become crutches, which make reality a disconnected act towards the world of life. We must go beyond the social and individual question of the current molds, so that, in the face of a world of perspectivism, we can work out a new way of perceiving and conceiving this world. We must view current perspectives as harmful to this present man, for this world was created to nullify any order other than his own. I place Nietzsche's philosophy as a great landmark for a paradigmatic breakthrough, for to the author everything has an interest, and within this existential path consciousness is an insignificant byproduct of our psyche, a kind of spotlight, a cut-out, a point of view within of the existential manifestation of man.