Doug Specht

Doug Specht is a Reader in Cultural Geography and Communication and Head of the School of Media and Communication at the University of Westminster. Chartered Geographer (RGS) and Chartered Teacher with Advanced Teacher Status, he leads research at the intersection of environmental justice, human rights, and cartographic practices.

• Institution: University of Westminster
• Academic Role: Associate Professor equivalent (Reader)
• Leadership: Head of School of Media and Communication
• Professional Recognition: Senior Fellow of AdvanceHE

His research critically examines how knowledge is produced through cartographic artefacts and educational frameworks, with focus on environmental justice in Latin America and the Anthropocene. Current projects address geospatial ethics, AI in education, and digital activism against extractive industries.

Analysis of his 15 most recent publications reveals three dominant trajectories: (1) ethical dimensions of crisis mapping and humanitarian cartography, (2) digital transformation in higher education pedagogy, and (3) counter-mapping as resistance against resource extraction. His work consistently bridges technical geospatial practices with critical social theory.

Key recognitions:

• University of Westminster Outstanding Contribution to Student Experience (2017, 2018)
• Leadership in Learning and Teaching Award (2022)
• Chartered Geographer status for contributions to environmental justice mapping

As Chair of the Environmental Network for Central America and editorial board member for European Journal of Geography and Anthropocenes, he connects academic research with policy impact. His supervision focuses on doctoral writing processes and spatial justice, while ongoing grants examine AI ethics in education and geospatial risk frameworks (e.g., UN OCHA INFORM Risk Index).

Specht directs the Communication and Media Research Institute's work on sustainable development, emphasizing participatory approaches to geospatial technology. Current initiatives include developing ethical frameworks for crisis mapping and analyzing generative AI's impact on academic labor.