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Ethical and critical dimensions in learning and teaching: the case of geodemographics

Abstract Geographers face a challenge in reconciling the more formal signalling of ethical and moral dimensions in our practice, with the growing emphases on business relevance and graduate employability. This is most strongly felt in the sub-field of geodemographics, a valuable modern skills vehicle with a clear pedigree in quantitative social geography dating back to the 1970s. This paper asks how the students of this sub-field might be enabled to construct their own ‘moral geographies’ after recounting the very different attitudes and conceptions of the GIS ‘cheerleaders’ and their academic critics. It suggests, finally, a simple starting point for discussing and classifying critical and ethical issues.