This paper builds upon studies employing a syllabi‐based methodology that suggest a tendency for critical geographic information science (GIS) courses to emphasize reading/discussion about GIS without actually doing GIS, and for traditional GIS instruction courses to emphasize the technical capacities of GIS software without incorporating critical theory in substantive ways. However, through ethnographic evidence we reveal that there is likely more innovative theory‐practice transcending pedagogies being utilized than would necessarily show up in such a syllabi‐based methodology. There are also very real and differentially manifest pragmatic, departmental, and institutional barriers in place to effectively incorporating critical social theory into courses that actually do GIS. We first catalogue these barriers as a means of ascertaining what can (and cannot) be done to overcome them through GIS pedagogic innovation. We then outline the (often‐veiled) pedagogic strategies deployed by critical GIS scholars today to navigate and circumvent these barriers.

中文翻译：

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难以撼动的二进制：批判性地讲授GIS的局限性和可能性

本文基于采用基于大纲的方法的研究，表明重要的地理信息科学（GIS）课程倾向于在不实际进行GIS的情况下强调有关GIS的阅读/讨论，而传统GIS指导课程则倾向于强调GIS软件的技术能力。而不以实质性方式纳入批判理论。但是，通过人种学的证据，我们发现，与基于这种基于大纲的方法论相比，所采用的创新理论-实践超越了教学法的可能性更大。要有效地将批判性社会理论整合到实际使用GIS的课程中，还存在着非常实际且有差异的实用，部门和机构障碍。我们首先将这些障碍归类为一种方法，以确定可以（和不能）通过GIS教学创新克服这些障碍。然后，我们概述了当今重要的GIS学者为克服和克服这些障碍而采用的（经常被掩盖的）教学策略。