In this article, we examine how the exclusionary and problematic aspects of geography’s history are narrated, reproduced, and challenged in graduate education in the United States. Approaching introductory graduate courses as sites in the reproduction of geography as a discipline, we consider how these courses can either bolster or challenge problematic legacies of geography’s disciplinary history. To do so, we analyze thirty-two syllabi from graduate-level “introduction to geography” courses in the United States with a focus on how issues of colonialism, race and racism, and gender figure into narratives about the history of geography. In drawing attention to seemingly minor decisions about framing, content, and organization within syllabi, and connecting these decisions to broader concerns about the history of geography and its exclusions, we demonstrate that syllabi indeed play a role in disciplinary reproduction. We argue that, with some conscious effort and design, we can rework the stories that we tell in our syllabi toward more inclusive and diverse imaginaries of the geographic tradition.

在这篇文章中，我们研究了美国研究生教育中地理学历史的排他性和问题性方面是如何被叙述、再现和挑战的。将介绍性研究生课程作为地理学作为一门学科的再生产场所，我们考虑这些课程如何能够支持或挑战地理学学科历史上有问题的遗产。为此，我们分析了美国研究生水平的“地理概论”课程中的 32 个教学大纲，重点关注殖民主义、种族和种族主义以及性别问题如何融入地理史的叙述中。在提请注意关于教学大纲中的框架、内容和组织的看似微不足道的决定，并将这些决定与对地理历史及其排除的更广泛关注联系起来时，我们证明教学大纲确实在学科再生产中发挥作用。我们认为，通过一些有意识的努力和设计，我们可以重新编写我们在教学大纲中讲述的故事，使地理传统的想象更具包容性和多样性。