Geography in the World Part 4: Towards Latin American Dialogues

Abstract

ABSTRACT This fourth instalment of Geography in the World (GitW) aims to deepen engagement with geographical knowledge produced outside the Anglophone core—specifically, in Latin America—while reflecting on the practical challenges involved in doing so. The themed intervention continues the journal's commitment to worlding geography both by sharing specific resources developed by the editors to enhance dialogue with Latin American geographies and by showcasing recent scholarship from the region. It consists of six papers. The extended introduction reflects on our efforts to world geography through a range of initiatives, situating them within broader disciplinary challenges. We discuss linguistic and epistemic barriers to publishing in international journals and consider strategies to contest Anglophone hegemony in academic publishing. This is followed by a contribution from leading Argentine scholars who critically examine the challenges of pluralising ‘international’ journals based on their own trajectories as geographers in the region. The remaining papers represent our ambition to foster deeper dialogue with Latin American geographies. Rather than being organised thematically, they offer a small but diverse sample of geographical scholarship rarely featured in mainstream international journals. Authored by scholars based in Argentina, Brazil and Mexico, and ranging from early‐career researchers to senior academics, the selected papers address topics including gender and mobility, indigenous geographies, social movements, urban development and decolonial territorialities. In each case, the aim is to showcase knowledge produced in and from Latin America. Each contribution reflects both participation in our collective worlding efforts and a broader ambition to move beyond mere citational inclusion. We argue that meaningful engagement with geographically diverse scholarship requires reading, dialogue and mutual recognition: steps essential to transforming the discipline and to opening up space for more plural and situated knowledges.