Derek Alderman News

Alderman to Study Role of Geography, Geospatial Intelligence During Civil Rights Era

During the civil rights movement of the 1950s and 1960s, activist groups used geography and geospatial intelligence—collecting geographic information and understanding its potential to effect change—to identify protest sites and plan protests. Derek Alderman, a UT professor of geography, has received a three-year $373,000 National Science Foundation grant to explore those geospatial tactics and determine what can be learned about patterns of racial inequality.

The Conversation: Why Taking Down Memorials is Only a First Step

Derek Alderman, a professor in the Department of Geography, recently co-authored an article published by the Conversation with Josh Inwood, a former UT professor who is now a faculty member at Pennsylvania State University. The article expanded on a recent decision to remove several Confederate monuments in the city of New Orleans.

OZY Features Alderman on Building Monuments to Honor Educators

In a recent feature of OZY’s special series, High School, Disrupted, the discussion surrounds the topic of building monuments in honor of high school teachers. The publication interviewed UT’s Alderman about the stories statues and monuments communicate.

Alderman’s MLK Research Featured in Columbus Alive

On Monday, January 16, people gathered across the nation to honor the late Martin Luther King Jr. Columbus Alive featured research by Derek Alderman, head of the Department of Geography, in examining the road it took to make this day a federal holiday.

Alderman, Butefish Pen News Sentinel Op-Ed about Importance of Geography in State Social Studies Standards

Derek Alderman, head of the UT Department of Geography, and Kurt Butefish, coordinator of the Tennessee Geographic Alliance, wrote an opinion editorial for the Knoxville News Sentinel about the importance of geography in state social studies curriculum as officials seek to revise the standards. They noted that geography is increasingly becoming a smaller part of the curriculum–which is a disadvantage to K-12 students.