Department of Geography
fax: 732 445 0006
My interests sit at the intersection of identity and the political. As a feminist political geographer, I work to understand the ways that the ordinary realities of everyday life intertwine with processes that stem from the nation-state. Specifically, I am very interested in how racial identities are shaped and disciplined through nation-state policies and, more importantly, how resistance movements mobilize to fight against state-sponsored violence and marginalization.
My current research examines on-going processes of settler colonialism at play throughout the traditional lands of the Yakama Nation in the US Pacific Northwest. In particular, I look to the legacy of the 1957 completion of the Dalles Dam and the accompanying destruction of Celilo Falls, a place of great cultural significance for Columbia Basin tribes since time immemorial. Through this project, I work to understand the ways that genocidal processes associated with white settlement in the Pacific Northwest are on-going, supported by contemporary political policies that function to further dispossess indigenous peoples of their lands and lifeways. In addition, I investigate the politics of memory and forgetting in the region. In municipalities such as the city of Yakima, there is little awareness of the challenges facing indigenous people who inhabit the same spaces, depend on the same water, and whose on-going struggle is directly tied to the successful occupation of their lands by white settlers and their descendants.
My dissertation work was based in Tucson, Arizona and spanned a period of over two years, from 2013-2015. The political intensity of the Arizona borderlands draws activists from all over the US as well as internationally to connect with social justice work in support of migrants, in opposition to the ever intensifying militarization of the border, or in solidarity with indigenous people whose lands have been overrun by Border Patrol surveillance and harassment. My work with Arizona activists examines moments of conflict and collaboration within social justice work, and the ways these moments are shaped by the different positionalities of people involved. Activists often come together because they are motivated by similar aims and intentions. However, despite these common goals, much conflict exists in activist spaces. Quite often this conflict is rooted in the very different positions occupied by activists due to the socialized privileges (or lack thereof) embodied by participants.
I am also very interested in questions of privilege and marginalization at play within the academic discipline of geography. Particularly for geographies that are ostensibly rooted in a ‘critical’ or ‘radical’ approach— my collaborators and I question the ways that this work often reifies the hegemony of idealized white, cis-male, able-bodied authorities in the discipline. Through this body of work, I explore the ways that the mundane processes of academic work, such as citation or research method, constitute a politics in themselves which often serve to elevate the voices of some while marginalizing others.
Lastly, I love to teach! I am a dedicated life-long educator with experience ranging from teaching elementary and middle school aged children to working with university students. I have worked as a Montessori educator, as well as in public elementary schools and universities. My pedagogy is rooted in considerations of the learning process as it occurs for people at all stages of human development. I have published on the challenges of integrating critical pedagogical approaches at institutions with large class sizes and where demands on one’s time make it difficult to provide a meaningful educational experience. I am very interested in pedagogical practices that are rooted in a goal of collective liberation and social justice. I approach my university teaching mindful of ways that we can address challenging topics in the classroom and encourage students to understand their own unique position in relation to systems of oppression.
Find my publications on my Academia.edu page.
Follow me on Twitter: @mott_carrie.
Mott C and Cockayne D (forthcoming) Citation Matters: Mobilizing the politics of citation toward a practice of ‘conscientious engagement’, Gender, Place and Culture.
Mott C (2016) The Activist Polis: Topologies of conflict in indigenous solidarity activism, Antipode 48(1): 193-211.
Mott C (2016) Geographies of Whiteness, Oxford Bibliographies. http://www.oxfordbibliographies.com/.
Mott C (2016) Feminist Geography, Oxford Bibliographies. http://www.oxfordbibliographies.com/.
The University of Kentucky Critical Pedagogy Working Group, Mott C, Zupan S, R.L., and Debbane´A (2015) Making Space for Critical Pedagogy in the Neoliberal University: struggles and possibilities”, ACME 14(4): 1260-1282.
Mott C (2015) Re-living Tucson: geographic fieldwork as an activist-academic. Arizona Anthropologist 24(1): 33-41.
Mott C (2014) Review: Quiet Rumors: An Anarcha-Feminist Reader, by the Dark Star Collective. Human Geography 7(3): 119-121.
Mott C and Roberts S (2014) Not Everyone Has (the) Balls: Urban exploration and the persistence of masculinist geography, Antipode 46(1): 229-245.
Mott C and Roberts S (2013) Difference Really Does Matter: A Response to Garrett and Hawkins, www.antipodefoundation.org. doi: http://radicalantipode.files.wordpress.com/2013/11/mott-and-roberts-reply.pdf.
Human Geography: Space, Place & Location; Maps & Map Readings