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.
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Research Article| April 01 2015
Recognizing and Disrupting Immappancy in Scholarship and Pedagogy
Pedagogy (2015) 15 (2): 271–302.
Lisa Arnold, Samantha NeCamp, Vanessa Kraemer Sohan; Recognizing and Disrupting Immappancy in Scholarship and Pedagogy. Pedagogy 1 April 2015; 15 (2): 271–302. doi: https://doi.org/10.1215/15314200-2845033
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