Abstract

English studies must confront and develop strategies to account for scholars’ and students’ unfamiliarity with geography and its precepts, or “immappancy.” This article explores the problems presented by immappancy, traces its consequences for scholarly rhetoric, and proposes two pedagogical models that can help us develop our students’ geographical knowledge.

Journal
Pedagogy
Published
2015-04-01
DOI
10.1215/15314200-2845033
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Cited by in this index (1)

  1. Pedagogy

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