The Irish Colonial Landscape Digital StoryMap: an inclusive didactic tool


  • Valentina Erminia Albanese Department of Law, Economy and Cultures, University of Insubria, Como, Italy
  • Giulia Rossetti Business School, Oxford Brookes University, Oxford, England


This paper discusses the plan to create an inclusive didactic tool: the Irish Colonial Landscape DigitalStoryMap that focuses on colonial landscapes in Irish visitor attractions. The inclusive StoryMap will beco-created by three groups of students: Italian secondary school, Irish secondary school, and Irishuniversity students. All the students will work together to create the content. The university students willalso perform mentoring activities, by observing and providing recommendations on the work of thesecondary school students. Thus, the creation of the StoryMap will foster inclusivity between internationalstudents, with different age groups. It will be an inclusive educational tool that aims to developinternational collaboration, mentoring experience, research skills, and transferable skills. It will also fosterinclusivity to the students who will use it by fostering a decolonial attitude in dealing with the geographiesof colonisation. This paper explains the theoretical underpinnings of this inclusive Irish Colonial LandscapeDigital StoryMap and the planning process. Finally, the paper ends by discussing planned outcomes forboth the students involved in the creation of the StoryMap as well as the students who will use it.


Ainscow M. and Messiou K., “Engaging with the views of students to promote inclusion in education”, Journal of Educational Change, 19, 1, 2018, pp. 1-17.

Alderman D.H. and Inwood J.F., “Landscapes of memory and socially just futures”, The Wiley‐Blackwell Companion to Cultural Geography, 2013, pp. 186-197.

Alexander B.K., Anderson G.L. and Gallegos B., Performance theories in education: Power, pedagogy, and the politics of identity, Routledge, 2004.

Alexandra J. and Riddington C., “Redreaming the rural landscape”, Futures, 39, 2007, pp. 324-339.

Anzaldúa G.E., Terre di confine. La frontera, Palomar, 2000.

Azzari M. and Zamperlin P., “GIS in geography teaching”, J-READING (Journal of Research and Didactics in Geography), 2, 2, 2013, pp. 27-42.

Borghi R., Decolonialità e privilegio, Meltemi, 2020.

Boyle D.P., Nackerud L. and Kilpatrick A., “The road less traveled: Cross-cultural, international experiential learning”, International Social Work, 42, 2, 1999, pp. 201-214.

Césaire A., Discours sur le colonialism, Présence Africaine, 1955.

Cosgrove D., “Geography is everywhere: culture and symbolism in human landscapes”, in Gregory D. and Walford R. (Eds.), New Horizons in Human Geography, London, 1989.

d’Hauteserre A.M., “Postcolonialism, colonialism, and tourism”, in Lew A.A., Hall C.M. and Williams A.M. (Eds.), A compa-nion to tourism, Blackwell, 2004, pp. 235-246.

Disney W., “Educational values in factual nature pictures”, Phi Delta Kappa International, 33, 2, 1954, pp. 82-84.

Dodge M., “Mapping II: News Media Mapping, New Mediated Geovisualities, Mapping and Verticality”, Progress in Human Geography, 42, 6, 2018, pp. 949-958.

Dube B., “Rural online learning in the context of COVID 19 in South Africa: Evoking an inclusive education approach”, REMIE: Multidisciplinary Journal of Educational Research, 10, 2, 2020, pp.135-157.

Germain-Rutherford A. and Kerr B., “An inclusive approach to online learning environments: Models and resources”, Turkish online journal of distance education, 9, 2, 2008, pp. 64-85.

Gilin B. and Young T., “Educational benefits of international experiential learning in an MSW program”, International social work, 52, 1, 2009, pp. 36-47.

Gresty K.A. and Edwards-Jones A., “Experiencing research‐informed teaching from the student perspective: Insights from developing an undergraduate e‐journal”, British Journal of Educational Technology, 43, 1, 2012, pp. 153-162.

Hall T., Meyer A. and Rose D.H., Universal Design for Learning in the Classroom. Practical Applications, Guilford, 2012.

Higgins R., Murphy F. and Hogg P., “The impact of teaching experimental research online: Research-informed teaching and COVID-19”, Radiography, 27, 2, 2021, pp. 539-545.

Howe S., Ireland and empire: colonial legacies in Irish history and culture, Oxford University Press, 2002.

Italian Geographical Society, Le StoryMaps, 2023, /01/21/le-storymaps-di-sgi/.

Jackson J., “Cultivating cosmopolitan, intercultural citizenship through critical reflection and international, experiential learning”, Language and Intercultural Communication, 11, 2, 2011, pp. 80-96.

Jacob C., The sovereign Map. Theoretical Approaches in Cartography Throughout History, The University Chicago Press, 2006.

Juvonen J., Lessard L.M., Rastogi R., Schacter H.L. and Smith D.S., “Promoting social inclusion in educational settings: Challenges and opportunities”, Educational Psychologist, 54, 4, 2019, pp. 250-270.

Kerski J.J., “Online, Engaged Instruction in Geography and GIS Using IoT Feeds, Web Mapping Services, and Field Tools within a Spatial Thinking Framework”, The Geography Teacher, 19, 3, 2022, pp. 93-101.

Kolb D.A., “The process of experiential learning. Experiential learning: Experience as the source of learning and development”, 1984, pp. 20-38.

Kolb D.A., “Experiential learning: Experience as the source of learning and development”, FT press, 2014.

Kühne O., Landscape and Power in Geographical Space as a Social-Aesthetic Construct, Springer, 2018.

Kühne O., Landscape Theories. A brief introduction, Springer, 2019.

Kunstler R., Thompson A. and Croke E., “Inclusive recreation for transition-age youth: Promoting self-sufficiency, community inclusion, and experiential learning”, Therapeutic recreation journal, 47, 2, 2013, pp.122-136.

Mali D. and Lim H.J., “Can the introduction of a research-informed teaching intervention enhance student performance and influence perceptions?”, Accounting Education, 2022, pp. 1-25.

Marta M. and Osso P., “Story Maps at school: teaching and learning stories with map”, J-READING (Journal of research and didactics in Geography), 2, 2015, pp. 61-68.

Mauro G., Battaini C., Segantin S. and Soliani M., “Cultural heritage and storytelling: didactic applications in Trieste with ESRI Story Maps”, J-READING (Journal of Research and Didactics in Geography), 1, 2021, pp. 23-37.

Messiou K., “Research in the field of inclusive education: time for a rethink?”, International journal of inclusive education, 21, 2, 2017, pp.146-159.

Mishra P. and Koehler M.J., “Technological pedagogical content knowledge: a framework for teacher knowledge”, Teachers College Record, 108, 6, 2006, pp. 1017-1054.

Mishra P., “Considering contextual knowledge: The Tpack diagram gets an upgrade”, Journal of Digital Learning in Teacher Education, 35, 2, 2019, pp. 76-78.

Pavia D., Pasquinelli d’Allegra D. and Pesaresi C., Geografia per l’inclusione: Partecipazione attiva contro le disuguaglianze, Milan, FrancoAngeli, 2017.

Qvortrup A. and Qvortrup L., “Inclusion: Dimensions of inclusion in education”, International Journal of Inclusive Education, 22, 7, 2018, pp. 803-817.

Rossetto T., Object-oriented cartography. Maps as things, Routledge, 2019

Schütz A., Der sinnhafte Aufbau der sozialen Welt. Eine Einleitung der sozialen Welt, Konstanz, 2004.

Simmel G., “Philosophie der Landschaft”, in Gröning G. and Herlyn U. (Eds.), Landscaftskonstruktionen und Landschaftserfahrung. Texte zur Konstitution und Rezeption von Natura als Landschaft, Minerva Publication, 1996.

Tseng J.J., Chai C.S., Tan L. and Park M., “A critical review of research on technological pedagogical and content knowledge (Tpack) in language teaching”, Computer Assisted Language Learning, 2020, pp. 1-24.

Whelan Y., “The construction and destruction of a colonial landscape: monuments to British monarchs in Dublin before and after independence”, Journal of Historical Geography, 28, 4, 2002, pp. 508-533.

Wilson W.J., Theriot E.A., Richards K.A. R., Trad A.M. and Schriner L., “Experiential Learning and Inclusion Through Service-Learning: Recommendations for Kinesiology to Support Students and People with Impairments”, Quest, 73, 3, 2021, pp. 245-263.

Withers C.W.J., “Place, memory, monument: memorialising the past in contemporary Highland Scotland”, Ecumene, 3, 1996, pp. 325-344.

Wyatt B., Leask A. and Barron P., “Designing dark tourism experiences: an exploration of edutainment interpretation at lighter dark visitor attractions”, Journal of Heritage Tourism, 16, 4, 2021, pp. 433-449.

Zamperlin, P. and Azzari, M., “The smart city I would like. Maps and storytelling in teaching geography”, J-READING (Journal of Research and Didactics in Geography), 6, 1, 2017, pp. 17-28.

Zappaterra T. (Ed.), Progettare attività didattiche inclusive, Milan, Guerini Scientifica, 2022.






Geographical notes and (practical) considerations