The Gulf of _______: Identity, Power, and the Geopolitics of Place Names

What’s in a Name?

Place names carry power. They encode history, assert identity, and reflect political ideologies. The recent proposal to rename the Gulf of Mexico as the “Gulf of America,” championed by former and current U.S. President-Elect Donald Trump, has ignited a heated debate. Trump’s comments, framing the name change as a matter of national pride, were met with a mix of support and ridicule domestically. Internationally, the reaction was more pointed, with Mexico’s new President Claudia Sheinbaum humorously suggesting that the United States be renamed “Mexican America” in a nod to historical maps and shared histories. These exchanges highlight how deeply place names intersect with geopolitics and cultural identity.

Here we explore the implications of such a renaming effort, offering insights into why place names matter and how they shape our understanding of the world.

 

Historical Context of Place Naming

Throughout history, the naming and renaming of places have been tools of power. Colonizers often renamed lands to assert control, erasing indigenous identities and histories in the process. For example, during European colonization, places like New Amsterdam became New York, reflecting shifts in political dominance.

Controversies over place names are not new. The dispute over the “Persian Gulf” versus “Arabian Gulf” exemplifies how naming can become a proxy for larger geopolitical tensions. Similarly, the transition from Macedonia to North Macedonia demonstrates the complexities of balancing national identity and international diplomacy. The Gulf of Mexico—a name steeped in centuries of shared history among the United States, Mexico, and Cuba—is now at the center of a similar debate.

 

Cultural and Political Significance of the Gulf of Mexico

The Gulf of Mexico is more than just a body of water. It is a cultural and economic lifeline for the countries that border it. Its name reflects centuries of shared history, from indigenous civilizations to colonial exchanges and modern trade.

Renaming it the “Gulf of America” would not only disregard its historical and cultural significance but also risk alienating Mexico and Cuba, who have long-standing ties to the region. Such a move could be perceived as an assertion of U.S. dominance, undermining the cooperative spirit that has historically governed the Gulf.

 

Geopolitical Implications of Renaming

Unilaterally renaming the Gulf of Mexico has profound geopolitical implications. It risks being seen as a symbolic act of American exceptionalism, reinforcing perceptions of U.S. hegemony in the region. For Mexico and Cuba, the renaming could be interpreted as a disregard for their sovereignty and historical claims to the Gulf.

International recognition of such a change would be another hurdle. Organizations like the United Nations and the International Hydrographic Organization play a critical role in standardizing place names. Without their endorsement, the new name might remain unrecognized on global maps and documents, further complicating its adoption.

 

Identity and Nationalism in Place Names

Place names are powerful markers of identity. The proposed renaming of the Gulf of Mexico reflects a surge in nationalistic sentiment within the United States. By labeling it the “Gulf of America,” proponents aim to assert a distinctly American identity over a shared geographic feature.

However, this approach risks oversimplifying and overwriting the region’s multicultural heritage. Place names are not merely labels; they are narratives. Changing the Gulf’s name would erase layers of history that connect it to indigenous peoples, colonial powers, and neighboring nations.

 

The Politics of Memory

Renaming a place reshapes collective memory. It reframes history in ways that can either unite or divide communities. The Gulf of Mexico’s current name serves as a reminder of the interconnected histories of the U.S., Mexico, and Cuba. Changing it would disrupt this shared narrative, privileging one perspective over others.

The renaming effort also raises questions about whose history is being remembered and whose is being erased. In an era where there is growing awareness of the need to honor diverse narratives, renaming the Gulf may appear tone-deaf and counterproductive.

 

Comparative Case Studies

The global landscape offers numerous examples of contested or successful place renaming efforts that reveal lessons about identity, power, and reconciliation. For instance:

  1. Burma to Myanmar: This renaming reflects an internal governance shift but remains controversial internationally due to its association with a military regime. It underscores the challenges of achieving global consensus on name changes.
  2. Bombay to Mumbai: India’s renaming of Bombay to Mumbai was part of a broader effort to reclaim indigenous identity while navigating the economic and cultural significance tied to its colonial name.
  3. Sea of Japan vs. East Sea: This ongoing dispute between Japan and Korea highlights how unresolved historical grievances can transform place names into geopolitical flashpoints.
  4. Rhodesia to Zimbabwe: A pivotal change that symbolized decolonization and national identity. While celebrated domestically, it required significant international adaptation.
  5. Derry/Londonderry: In Northern Ireland, this dual naming reflects ongoing tensions between different cultural and political groups, showing how renaming can also act as a compromise to acknowledge contested identities.

These cases illustrate the importance of historical accuracy, cultural significance, and diplomacy in managing naming disputes.

 

The Future of Geopolitical Naming in a Globalized World

In a globalized world, naming disputes are likely to increase as nations seek to assert their identities in an interconnected landscape. Digital maps and global communication further complicate these debates, as the visibility of place names takes on greater significance.

The Gulf of Mexico renaming proposal highlights the need for inclusive and diplomatic approaches to such disputes. Rather than imposing a unilateral change, nations must engage in dialogue to find solutions that honor shared histories and foster cooperation.

 

Gulf of ______

The renaming of the Gulf of Mexico—or any prominent geographical feature—is far more than a simple act of rebranding; it is a reflection of deeper power dynamics, historical narratives, and cultural identities. While advocates for the “Gulf of America” name may argue that it asserts national pride, such a change risks sidelining the intricate and shared histories of the region. The Gulf is not merely a U.S. waterway; it is a space of connection, trade, and history among the United States, Mexico, and Cuba.

Critically, this debate reveals how place names serve as both tools of power and repositories of memory. Renaming the Gulf might strengthen certain nationalist narratives, but it could simultaneously erase others, fostering resentment rather than unity. In an interconnected and historically complex region like the Gulf, unilateral actions risk damaging diplomatic relations and disregarding the pluralistic heritage that defines the space.

Ultimately, decisions about renaming geographical features should be approached with caution, sensitivity, and a recognition of the broader implications. Engaging in collaborative, multilateral discussions can help ensure that such changes reflect not only the aspirations of one nation but also the shared histories and futures of all stakeholders. The power of a name lies in its ability to tell a story; in this case, the story of the Gulf of Mexico is one that belongs to many voices, not just one.

 

Does anyone know what this body of water was called before the colonizers arrived?

Geo-Storytelling Course Review: ESRI’s ArcGIS Web App MOOC

Geo-Storytelling Course Review: ESRI’s ArcGIS Web App MOOC

NOTE: This is the first in a series of reviews of courses that we at GIEI think serve well to prepare the geo-storyteller.

ESRI’s ArcGIS Web App MOOC Make an Impact with Modern Geo Apps provides an inspiring introduction to GIS, blending technical skills with tools that enable powerful geographic storytelling. By exploring Instant Apps, StoryMaps, Dashboards, and Experience Builder, participants gain a foundational understanding of how to create engaging, data-driven narratives that foster a deeper connection to place.

In line with GIEI’s mission, this course emphasizes the power of interactive mapping to broaden our geographic awareness and shift how we might perceive the world at all scales. Through these web apps, users can explore, understand, and share complex geographical insights, reinforcing the idea that geography is a shared, ever-evolving conversation.  

Course Highlights

  1. Engaging, Scenario-Based Learning: Each lesson situates GIS skills within real-world contexts, encouraging learners to view data as stories waiting to be told. This aligns with the GIEI’s goal of making geography relevant and relatable, transforming abstract data into insights that connect people with the spaces around them.
  2. A Comprehensive Toolkit for Geographic StorytellingWith ArcGIS’s range of apps, learners can create immersive narratives on diverse topics, from visualizing migration patterns to exploring historical change. Each tool—StoryMaps, Dashboards, Experience Builder—offers a unique way to bring data to life, showing that geography isn’t just about maps, but about sharing experiences that expand our sense of place.
  3. Accessible, Creative InstructionThe course’s step-by-step guidance makes GIS approachable, even for newcomers, while allowing room for creativity. By focusing on the “how” and “why” of each tool, learners gain skills to produce meaningful maps that inspire curiosity and awareness, which are central to the GIEI vision of shared geographic understanding.

Suggestions for Further Enrichment

  1. Advanced Customization: Briefly introducing custom widgets or expressions inspires users to further personalize their apps, offering a glimpse into GIS’s more advanced storytelling capabilities.
  2. Incorporating Real-Time DataUsing real-time data would allow learners to see geography as an active, unfolding story. Adding exercises with live data streams could help illustrate the dynamism of geographic processes, fostering a stronger connection between users and the environments they map.
  3. Supporting Personal ProjectsProviding guidance for those wishing to apply GIS skills to unique projects could empower learners to explore topics relevant to their own lives, communities, or interests—essential for nurturing the curiosity that GIEI promotes.

ArcGIS Apps as Catalysts for Expanding Geographical Imagination

ArcGIS apps do more than teach GIS; they offer platforms for discovery, empathy, and reimagination. By enabling interactive, layered storytelling, these tools allow us to transform geographic data into narratives that help others see the world through new perspectives.

  1. StoryMaps for Layered NarrativesStoryMaps blend maps, multimedia, and narrative to build rich, multi-dimensional stories. For example, a StoryMap could illustrate how a community has evolved over time, connecting viewers with local histories, cultural landscapes, and shifting environments—fostering a renewed awareness of place.
  2. Dashboards for Real-Time ExplorationDashboards allow us to engage with real-time data, making complex information accessible at a glance. Imagine a dashboard tracking changes in urban green space or air quality, inviting viewers to see the cumulative effects of human activity on landscapes. Such insights encourage deeper reflection on human-environment interactions.
  3. Experience Builder for Interactive Exploration:Experience Builder’s customizable, multi-page layouts are perfect for projects that involve detailed exploration. Whether mapping neighborhood art or tracking local species diversity, Experience Builder allows users to create apps that spark curiosity, inviting audiences to participate in geography as a shared inquiry.

Conclusion

The ArcGIS Web App MOOC is more than a technical course; it’s an invitation to reimagine how we interact with geography. Through intuitive exercises and tools that transform data into narrative experiences, this course equips learners to explore, document, and share the world in ways that inspire and connect. The skills developed here foster curiosity, empathy, and a collaborative approach to understanding place.

In learning to use StoryMaps, Dashboards, and Experience Builder, participants gain skills to engage with geography as a living field, where maps are no longer just visuals but powerful storytelling platforms. This course helps us to broaden our geographical imagination, inviting others into conversations that reframe our understanding of landscapes, cultures, and environments as interconnected narratives. In doing so, ArcGIS web apps become not just tools but catalysts for curiosity and connection, inspiring us to see the world through layers of shared meaning and discovery.

Review of The First Book of Rhythms by Langston Hughes

Review of The First Book of Rhythms by Langston Hughes

Langston Hughes’s The First Book of Rhythms, published in 1954 with illustrations by Robin King, invites readers to contemplate rhythm as a universal force connecting all aspects of existence. Though crafted in language accessible to young readers, this book carries a profound wisdom about the nature of rhythm, one that resonates across disciplines, cultures, and natural forms. Hughes presents rhythm as much more than a musical or poetic meter; it is an elemental pattern, a structure, and a flow that animates life itself.

The book opens by inviting readers to draw a line, curve, or wave—introducing rhythm as something that can be seen, felt, and created. Rhythm begins in the movement of a hand on paper, a direct experience that anchors Hughes’s conceptual exploration in the physical body. As the pencil flows, it mirrors the body’s motion, suggesting that rhythm is embodied, inseparable from the physical and sensory experiences of human life. This approach echoes phenomenological theories of perception, like those of Maurice Merleau-Ponty, where understanding arises through engagement with the world. Hughes does not define rhythm in abstract terms; he has readers feel it, subtly linking rhythm to the sensory and intuitive knowledge that grows through experience.

In his descriptions of plants stretching toward the sun, rivers carving through rock, and tides responding to lunar cycles, Hughes reveals rhythm as a structuring principle of nature itself. The book’s sections on “The Rhythms of Nature” and “This Wonderful World” evoke a Romantic vision, akin to Emerson and Wordsworth, who found in nature a living, dynamic order. Hughes captures this order without romanticizing it; rather, he observes rhythm as an empirical reality, an interconnected set of cycles and flows that shape the Earth’s landscapes, waters, and skies. Nature’s rhythms here are not static but dynamic, intertwining with human rhythms in a seamless dance of life. The ecological awareness Hughes instills is subtle but foundational, gesturing toward the later environmental perspectives of ecocriticism, in which nature is seen as a symbiotic system of interdependent rhythms.

Hughes moves fluidly from natural rhythms to cultural expressions, suggesting that human creativity—the rhythm of music, poetry, and dance—draws from the same wellspring as the rhythms of the earth. His chapters on music and dance demonstrate how rhythm becomes a language across cultures, from the drumbeats that echo through African traditions to the steps of Viennese waltzes and square dances. In these sections, Hughes implies that rhythm is not just a cultural artifact but a universal language, a thread that connects diverse traditions. His view resonates with the anthropological concept of mimesis, the imitation of nature in human art, and anticipates structuralist ideas where universal patterns underlie cultural expressions. In Hughes’s view, rhythm bridges the natural and the human, making creativity an extension of nature’s own order.

Hughes’s treatment of rhythm in work and everyday life shows a keen awareness of rhythm’s role in social and economic structures. In “Broken Rhythms” and “Machines,” he examines how rhythm coordinates labor, from the sweeping motions of a scythe to the synchronized rhythms of assembly lines. Hughes contrasts the unique, handcrafted rhythms of traditional labor with the mechanical repetition of industrial machines, subtly critiquing the way mechanized rhythms can flatten human individuality. His language suggests an almost Marxist critique, where industrial rhythms impose an unnatural order, one that distances workers from the natural variations of human labor. This view aligns with ideas of alienation, suggesting that the rhythm of industrial labor has profound effects on the human psyche, disrupting the personal, variable rhythms that characterize handcrafted work.

In “Athletics” and “Furniture,” Hughes considers rhythm in forms that may seem mundane but reveal a broader aesthetic philosophy. He writes of pitchers’ graceful arcs, chairs shaped for comfort, and furniture designed to reflect the rhythms of the body. These examples show Hughes’s understanding of rhythm as not only functional but beautiful, aligning with a modernist aesthetic where form follows function. In every detail, Hughes sees rhythm as a harmony between form and purpose, a principle that unites aesthetic beauty with practical design. The chairs, cups, and clothes become, in Hughes’s vision, everyday manifestations of rhythm’s pervasive influence.

Robin King’s illustrations enhance this sense of rhythmic unity with simple yet evocative forms—curves, spirals, and waves that echo the natural and human-made shapes Hughes describes. The images mirror Hughes’s language, capturing the fundamental forms of rhythm in visual terms. There is an elegance in their repetition and symmetry, and like Hughes’s text, they suggest a Bauhaus-inspired understanding of design as rooted in universal forms.

In the final chapters, Hughes turns to the abstract and unseen rhythms of modern science—radio waves, electromagnetic fields, and atomic patterns. He marvels at these invisible rhythms, linking them to the visible rhythms of nature and daily life. This perspective resonates with the theories of rhythms in modern physics, where vibrations and cycles underpin the smallest particles of matter. Hughes’s fascination with the “unseen rhythms” anticipates a world in which technology reveals dimensions of rhythm that were once hidden from view. This closing contemplation, grounded in the technological marvels of the 20th century, opens the book outward, connecting the most elemental rhythms of the human body with the vast, unseen rhythms of the universe.

The First Book of Rhythms is thus more than an exploration of rhythm; it is a poetic treatise on the interconnectivity of life, nature, and culture. By blending the rhythmic patterns of nature, the arts, and everyday objects, Hughes creates a vision of the world as a unified field of rhythmic interaction, one that crosses boundaries of time, space, and culture. In doing so, Hughes crafts a timeless meditation on the patterns that bind the world together, patterns that echo across scales and disciplines, from the grand cycles of the cosmos to the delicate touch of pencil on paper.

Ugly Geographies

Ugly Geographies

The practice of using TikTok and Google Earth for virtual exploration, as seen in Natasha Gupta’s content, offers a novel approach to geographic engagement, particularly for younger audiences. The format taps into the aesthetics of social media, making geography visually appealing and relatable. However, it risks reducing the complexity of geography to superficial observations. In the process, geographic landscapes are reduced to binary judgments—”ugly” or “not ugly”—which may perpetuate a shallow understanding of place. This simplified perspective overlooks the deeper, often invisible, forces that shape our physical and human environments, including history, culture, politics, and economics.

For The GIEI, Gupta’s method poses both an opportunity and a challenge. On the positive side, her videos have sparked interest in geography by making it accessible and fun, opening up conversations about regions that may not receive much attention otherwise. By bringing millions of viewers into contact with places as varied as France, the Philippines, and Ohio, these explorations counteract cultural biases that often paint certain locations as undesirable or unworthy of study.

Yet, from a critical geographical perspective, the main drawback is the oversimplification of places into a visual binary, void of context. While aesthetic judgments are natural human reactions, reducing geography to what’s pleasing to the eye overlooks the multi-dimensional character of place. Geographers understand that landscapes are not just shaped by natural beauty but also by human intervention, history, economic forces, and the lived experiences of people. A “bland” roadside hotel, for instance, might tell a fascinating story about globalization, tourism, or urban sprawl that a quick, dismissive glance cannot capture.

Moreover, this TikTok practice relies on first impressions and instinctual reactions, which could reinforce stereotypes or misconceptions. For example, classifying an area based on weather conditions or architectural style risks perpetuating narrow views of regions, potentially overlooking the broader geographic significance of those areas. For geography educators, this raises important questions about the responsibility of digital content creators in shaping public perceptions of the world.

A more enriched version of this method, aligned with the goals of critical geography, would encourage viewers to dig deeper. Instead of focusing solely on visual aesthetics, users could explore questions like: What economic activities shape this landscape? What is the cultural or political significance of the place? How do migration patterns or historical events impact this environment? By incorporating these dimensions, the practice could become a powerful educational tool that fosters a more nuanced understanding of the world, even at its “ugliest.”

While Gupta’s TikTok practice of exploring the world via Google Earth provides an engaging starting point for geographic inquiry, it has limitations in fostering critical geographic thinking. The challenge lies in harnessing the popularity of such trends to encourage deeper engagement with geography—moving beyond surface-level judgments and towards a more comprehensive understanding of the spatial processes that shape our world.

For a lesson that engages with more critical ways of using Google Earth and TikTok, check out this idea on Asking the World.

EPISODE TWENTY SEVEN Unconventional Worldmaps, Unconventional Worldviews

 

Stay tuned for EPISODE TWENTY SEVEN.  “Unconventional Worldmaps, Unconventional Worldviews” will broadcast first from Radio Fabrik on January 28th at 7:06 PM Salzburg time (1:06 PM New York).  In this radio expedition we speak with Julia Mia Stirnemann about her World Map Generator, an online tool designed to help de-center the way we think about the conventional cartographic representations of the world.  After the initial broadcast look for the episode in the archives at https://www.geographicalimaginations.org/episodes/.

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EPISODE EIGHTEEN

In Pedagogy of the Compressed we venture through different spaces of teaching and learning with Dr. Rich Heyman of the University of Texas and ride upcycled bicycles through northern California with Seth Dow, Andy Knox, Hannah Halvorsen and Brandon Herhusky of Sugar Bowl Academy.  In this time-space compressed world what does it mean to be “doing” geography and how can our methodology, or the how, be more important than the what?  (Photo by Seth Dow)

 

Bike Trip California

 

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