English studies must confront and develop strategies to account for scholars’ and students’ unfamiliarity with geography and its precepts, or “immappancy.” This article explores the problems presented by immappancy, traces its consequences for scholarly rhetoric, and proposes two pedagogical models that can help us develop our students’ geographical knowledge.
immappancy, translingual pedagogy, writing pedagogy, geographical literacy, scholarly discourse, global/local pedagogy, service learning, community-based learning, spatial metaphors, rhetorics of place
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© 2015 by Duke University Press
2015
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