ABSTRACT

This paper argues for increased attention to quantitative literacy in undergraduate critical human geography curriculum. The rationale is twofold: On the one hand, it is increasingly easy to integrate quantitative material into curriculum, given the widespread availability of open-source or low-cost platforms for interpreting data. On the other hand, it is increasingly important to develop quantitative literacy informed by critical theory in a political era of anti-science rhetoric and resurgent propaganda. The paper reviews recent scholarship on quantitative methods in critical human geography, highlighting a shift toward methodological pluralism in both research and pedagogy. This creates opportunities for enhancing human geography curriculum, for instance, by applying technical skills while thinking critically about the social construction of data. This is explored with a case study on quantitative exercises in introductory Human Geography curriculum at a public university in the United States, evaluating strategies for integrating critical spatial theory with quantitative data analysis, and tools for assessing the educational value added by their integration.

摘要

本文主张在本科批判性人文地理学课程中增加对定量素养的关注。理由是双重的：一方面，鉴于用于解释数据的开源或低成本平台的广泛可用性，将定量材料整合到课程中变得越来越容易。另一方面，在反科学言论和宣传复苏的政治时代，发展以批判理论为基础的定量素养变得越来越重要。这篇论文回顾了最近关于批判人文地理学定量方法的学术成果，强调了研究和教学向方法论多元化的转变。这为加强人文地理课程创造了机会，例如，通过运用技术技能，同时批判性地思考数据的社会建构。这是通过对美国一所公立大学的人文地理入门课程中的定量练习的案例研究进行探索的，评估将批判性空间理论与定量数据分析相结合的策略，以及评估它们的整合所增加的教育价值的工具。