I have a B.A in history from McGill University and a PhD in Geography
from Clark University in Worcester, Massachusetts. I did a post-doc at
Madison, Wisconsin with the History of Cartography Project (Harley and
I am one of those people who never seem to be able to decide on what she
will be when she grows up. The university is a wonderful place for people
like me. It is full of opportunities to explore and grow. In the first
phase of my academic career I was interested in the history of mapping,
and as imperialism and colonialism have always fascinated me and because
I wanted to develop my French language skills, I looked at the French
mapping of Egypt in the late 18th century. But while maps are intriguing,
I found I was relatively more interested in the ideas behind maps than
in the objects themselves. So, I became an historian of science working
on the nature of the geography in France that found expression in Egypt,
in Algeria and elsewhere in the world. France is nice but I live in Canada,
as do my students. Also, the history of science while fascinating, is
a history that deemphasizes the concerns and preoccupations of a large
proportion of the world’s population. Ultimately I found that dissatisfying.
So I repatriated my work and decided to focus on a very important part
of Canadian reality, the native populations of Canada and the United States
and their ongoing struggle with colonial characterizations and interests.
I don’t plan on growing up any time soon but this topic is so interesting
I will probably stay with it for some time.
As Head of Department the amount that I can teach is reduced. Normally
I teach courses in every year of the undergraduate program. I very much
enjoy teaching Gphy 101: Human Geography which is a highly illustrated
and entertaining introduction to human geography. At the second year level
I have taught Gphy 229: Space, Place Culture and Social Life. This is
a fun course in which we explore the meaning of culture, monuments and
heritage, the geography of food, issues of the body and embodiment, the
geography and politics of language, nationalism, imperialism and colonialism
and globalization. At the third year level I frequently teach Gphy 325:
The Map and Society. This course takes a whirl wind look at history, philosophy,
literature, religion, and social values through the object and the concept
of the map. At the fourth year level I have taught a seminar on the history
of geography. In this course I try to make geography students aware of
the traditions within which they have been studying and to help them see
those critically. My plans are to teach Gphy 351: Geographies of Aboriginal
Peoples in Canada in the near future. In the past I have also taught The
Regional Geography of the French Speaking World which integrated geography,
history and literature in key parts of the current and former French Empire(s).
My philosophy of teaching is to bring as rich a brew as possible to the
classroom, well laced with humour, so that the students leave enriched,
challenged and thoughtful. I like an interactive style of teaching with
discussion and debate and I try to give the students as much one-on-one
contact as possible. I believe that one of the most powerful skills students
can acquire in university is informed and clear self-expression in both
writing and speaking. Of course, that also demands the development of
critical thinking and good research skills. My assignments are designed
to achieve that but also to entertain.
My current research looks at the spatial exclusion and inclusion of Aboriginal
peoples, issues and concerns in curriculum, school texts and instructional
practice in secondary school education in contemporary Ontario and Quebec.
Spaces of exclusion and exception take many forms in our society. As Agamben,
Foucault and others have shown, strategies of social exclusion can be
revealed by a focus on their spatial manifestation, whether that expression
is found on the ground, on the body, or in texts (Agamben 2005, Foucault
1977, Butler 1990, Mitchell 1991, Mountz 2003, 2004). If what takes place
in the prison, the army, the hospital, and in law is symptomatic of a
form of pervasive social organization, what occurs in schools is formative
of that social organization in a way that few other institutions can be
in a liberal democracy (Willinsky 1998). My research argues that decolonization
requires a transformation of public consciousness through an open examination
of what we are and how we have come to be that (Said 1979, Gramsci 1991,
Jackie Moore (ATEP Program, Faculty of Education) and I have recently
submitted an article on the Ontario secondary school social science curriculum
and the Ontario 7-course Native Studies Program (1999-present) (Godlewska,
Moore, and Bednasek accepted). The article explores coverage of Aboriginal
existence within the curriculum and the delivery of the Native Studies
program and links the particular form of exclusion in Ontario to the embrace
of a substantially unexamined yet contestable multicultural ideology (Kymlicka
2001, Bissondath 2002, Taylor 1992, Tulley 2006, Aikman and May 2003).
There are signs in government pronouncements and the curriculum itself
of a concern to overcome exclusion of Aboriginal peoples and issues, yet
effective exclusion persists in Ontario. This research explores the particular
flavour of exclusion and inclusion in Ontario together with the mechanisms
of that exclusion, with an eye to expanding the study to the rest of Canada.
In our article and this research we focus special attention on how geography
is taught as there is significant potential for a link between geography
and Aboriginal education, given the importance of land, sustainability,
culture and the environment in Aboriginal thought (Deloria jr. 2005, Deloria
jr. and Wildcat 2001).
My focus in the history of science is on Geography and the ways in which
sometimes formal and sometimes informal disciplinary and proto-disciplinary
structures shape the way people think, right down to what they can possibly
imagine. Although much of the history of science is written heroically
around success and with an implied linearity and continuity, I like to
focus on discontinuities, missed opportunities and, for want of a better
word, failure. I am also interested in the role that imperialism, colonialism,
war and violence have played in shaping science and the role that conceptions
of science have had on perceptions of people and cultures.
I continue to be interested in the history of mapping. My most recent
article in that field, published in Imago Mundi, compared cartographic
and artistic renderings of selected Napoleonic battles in northern Italy
with the actual sites. The article reveals that narrative has a very different
relationship to maps and images. Certainly Bagetti’s paintings were
powerful constructions that were more successful in reflecting a narrative
of glorious conquest than was possible through cartography.
Godlewska, Anne; Hayhow, Christine; Porter, Erin; Lewis, Hannah; Reed,
Paul; Manion, Jocelyn; Cheney, Brian; and Kathy Hoover. (July 2007). Explore
Camp. Creating Geographers. Published on the Canadian Association
of Geographers Webpage.
Godlewska, A. (September, 2002). Atlas of Napoleonic Cartography
in Italy http://www.geog.queensu.ca/napoleonatlas
This web-based atlas is composed of 266 pages, 1896 hyperlinks, and 975
Godlewska, A. 1999. Geography Unbound: French Geographical Science
from Cassini to Humboldt (Chicago: University of Chicago Press).
Godlewska, A. 1988. The Napoleonic Survey of Egypt. A Masterpiece
of Cartographic Compilation and Early Nineteenth-Century Fieldwork. Vol.
25, Numbers 1 and 2, Monograph. 38-39. 171 pp. (Toronto: University of
Godlewska, A. and N. Smith (eds.) 1994. Geography and Empire
(Oxford: Blackwell). 404 pp.
CHAPTERS IN BOOKS:
Godlewska, A, Projected 2008. “The Map,” in John Agnew and
David Livingstone, Handbook of Geographical Knowledge (Submitted
October 2007), 20 pp.
Godlewska, A. Projected 2008. “Juxtaposing Contact Stories in
Canada” in Jeremy Webber, Hester Lessard and Rebecca Johnson (eds.)
Storied Communities: Narratives of Contact and Arrival in Constituting
Political Community. Vancouver: University of British Columbia Press,
Expected publication date, 2008. The paper has been accepted the edited
book is currently undergoing review. Submitted April 2007.
Godlewska, A. 2004. “Body, Place, Space and Identity. The Life
of Marie de L’Incarnation (1599-1672),” in Tom Mels, Reanimating
Places. A Geography of Rhythms.(Aldershot: Ashgate Press, 2004):
Godlewska, A. 1999. "Des géographes dignes de ce nom"
in Géographie et liberté. Mélanges en hommage
à Paul Claval (Paris: Harmattan), 61-73.
Godlewska, A.1999. "Humboldt's Visual Thinking: From Enlightenment
Vision to Modern Science" in David Livingstone and Charles Withers,
Geography and Enlightenment (Chicago: University of Chicago Press),
Godlewska, A. (1997a) "The Idea of the Map" in Susan Hanson,
ed. Geographical Ideas That Have Changed the World (New Brunswick,
N.J.: Rutgers University Press), 15-39.
Godlewska, A. (1997b) "The Fascination of Jesuit Cartography"
in Joseph A. Gagliano and Charles E. Ronan, S.J., Jesuit Encounters
in the New World (Rome: Jesuit Historical Institute "Bibliotheca
Instituti Historici S.I." series), 99-111.
Godlewska, A. (1995a) "Jomard, the Geographic Imagination and the
First Great Facsimile Atlases" in Joan Winearls, Editing Early
and Historical Atlases. (Toronto: University of Toronto Press), 109-135.
Godlewska, A. (1994) "Napoleon's Geographers: Imperialists and
Soldiers of Modernity" in Geography and Empire: Critical Studies
in the History of Geography ed. Godlewska, A. and N. Smith. (Oxford:
Godlewska, A.(1992a) "Des précurseurs de la géographie
moderne: les ingénieurs géographes" in P. Claval Autour
de Vidal de la Blache. La Formation de l'Ecole Française de la
géographie. Mémoires et documents de géographie
(Paris, CNRS), December, 29-35.
Godlewska, A. (1992b) "L'histoire de la géographie, pourquoi?"in
P. Claval Autour de Vidal de la Blache. La Formation de l'Ecole Française
de la géographie. Mémoires et documents de géographie
(Paris, CNRS), December, 13-18.
Papers in Refereed Journals:
Godlewska, Anne, Moore, Jackie and Drew Bednasek. (Submitted 2008, Accepted
Pending Revisions). Canadian Education in Ontario: Cultivating Ignorance
of Aboriginal Existence, The Canadian Geographer (Submitted October 2008).
Bednasek, C Drew and Anne Godlewska. (2008-2009) The Influence of “Betterment”
Discourses on Canadian Aboriginal Peoples in the Late Nineteenth and Early
Twentieth Centuries. Accepted pending minor revisions.
Godlewska, Anne. (2005) “Comments on Neil Smith, American Empire:
Roosevelt's Geographer and the Prelude to Globalization” Political
Geography Volume: 24, Issue: 2, (February): 257-262
Godlewska, Anne. (2005) “Comments on Engin Isin's Being Political,”
Political Geography Volume: 24, Issue: 3 March.
Godlewska, Anne, Létourneau, Marcus R. and Paul Schauerte. (2005)
“Maps, Painting and Lies. Portraying Napoleon’s Battlefields
in Northern Italy,” Imago Mundi Volume 57 part 2: 149-163.
Godlewska, A. (2003) Resisting the Cartographic Imperative: Giuseppe Bagetti's
Landscapes of War, Journal of Historical Geography, 21, 1 (January): 1-29.
Godlewska, A. (2000) Cartographié la cartographie napoléonienne:
Comment et pourquoi? Annales historiques de la Révolution française
Godlewska, A. (1999) Cartography: Science to Statecraft. Cassini IV
as Witness and Victim, Cartographica, 35, 3/4 (Autumn/Winter):
Godlewska, A. (1995) Map, Text and Image. The Mentality of Enlightened
Conquerors: A New Look at the Description de l'Egypte, Transactions
of the Institute of British Geographers, New series, 20, 1 (1995):
Godlewska, A. (1990) To Surf or to Swim, Solicited response to Brian
Harley's Deconstructing the Map, Cartographica, 26, 2 (Summer,
Godlewska, A. (1991) L'influence d'un homme sur la géographie
française: Conrad Malte-Brun (1775-1826), Annales de Géographie,
558 (May): 62-79.
Godlewska, A. (1989) Traditions, Crisis, and New Paradigms in the Rise
of the Modern French Discipline of Geography 1760-1850, Annals of
the Association of American Geographers, 79, 2 (June 1989): 192-213.
Godlewska, A. (2002) Geography (Un)Bound: When Description Fell to Theory.
Invited Paper for the UCLA Humboldt Lecture Series, Lecture: Spring, 2000.
Web address: http://www.geog.ucla.edu/