Research, pedagogy, and instrumental geography

Taking an historical approach to the "corporatization of the university," t his paper argues that the classroom as a site of political praxis has been neglected in mainstream geography and is a crucial place where such "corpor atization" can be challenged. Geographers have expended much energy working out new methods of research and analysis, but have not adequately addresse d the link between knowledge production and pedagogy. This paper attempts t o bring questions of radical pedagogic practices into mainstream discussion s in geography by showing how knowledge came to be viewed primarily in inst rumentalist terms during the nineteenth century, and by showing how recent challenges to positivism can open the door to more sophisticated discussion s of the topic. The payer argues that by so doing, we will be better equipp ed to defend our classrooms and more able to promote teaching that matters to radical geographers-social justice, critical citizenship, and participat ory democracy.