Description:
<jats:p>Taking an historical approach to the “corporatization of the university,” this paper argues that the classroom as a site of political praxis has been neglected in mainstream geography and is a crucial place where such “corporatization” can be challenged. Geographers have expended much energy working out new methods of research and analysis, but have not adequately addressed the link between knowledge production and pedagogy. This paper attempts to bring questions of radical pedagogic practices into mainstream discussions in geography by showing how knowledge came to be viewed primarily in instrumentalist terms during the nineteenth century, and by showing how recent challenges to positivism can open the door to more sophisticated discussions of the topic. The paper argues that by so doing, we will be better equipped to defend our classrooms and more able to promote teaching that matters to radicalgeographers—social justice, critical citizenship, and participatory democracy.</jats:p>