Worlding geographies: A question of languages

Abstract This intervention responds to the ‘Geography in the World’ series, addressing the question from two angles. Firstly, it shifts the focus from geography in the world to worlding geographies. Drawing on Deleuze and Guattari's concept of ‘becoming‐minority’, it encourages reflection on the current geography of knowledge production as a historical, political, and linguistic construct. While this produces a dominance of English‐speaking geography, this dominance is contingent and dynamic. We then invite scholars to consider the implications of such a hierarchy: depending on our position, ‘worlding geographies’ can reinforce the dominance of certain types of geography (e.g. white, male, and Western). As French‐speaking geographers, we recognise our in‐between position, that encompasses domination over former colonial areas, but also provincialisation, particularly with regard to English language production. We argue that ‘worlding geography’ must be considered in relation to our national and personal situations as a dynamic and hughly situated process. Secondly, as researchers and teachers of geography, we propose practicing theoretical multilingualism in our concepts, scientific praxis and teaching. Language is key to opening up geography to the world, recognising diversity, and acknowledging the different ways in which people express and conceptualise the world. This involves paying particular attention to the concepts we use and their origins, considering various case studies in our classes, and recognising that the world is already present in our classrooms. In short, we contend that the ‘Worlding Geography’ programme requires more extensive consideration of languages. ‘Worlding Geographies’ must be considered a praxis that combines theory and practice in all our scholarly activities.