TY - JOUR
T1 - Making Space for Place
T2 - Mapping Tools and Practices to Teach for Spatial Justice
AU - Rubel, Laurie H.
AU - Hall-Wieckert, Maren
AU - Lim, Vivian Y.
N1 - Funding Information: This material is based on work supported by the National Science Foundation under Grant No. DRL-1222430. Any opinions, findings, and conclusions or recommendations expressed in this material are our own and do not necessarily reflect the views of the National Science Foundation. Publisher Copyright: Copyright © Taylor & Francis Group, LLC.
PY - 2017/10/2
Y1 - 2017/10/2
N2 - This article presents a set of spatial tools for classroom learning about spatial justice. As part of a larger team, we designed a curriculum that engaged 10 learners with 3 spatial tools: (a) an oversized floor map, (b) interactive geographic information systems (GIS) maps, and (c) participatory mapping. We analyze how these tools supported learning using notions of politicization. The floor map fed conceptual understandings of the map as a representational text and served as the terrain for an embodied activity to support proportional reasoning about inequitable distributions of resources. The data-rich GIS maps and their zoomability allowed for coordinating across multiple variables to connect patterns in inequities to other social processes. The participatory mapping enabled learners to make discoveries about, connect, and share beyond the individual classroom counterstories from people in the lived streets of their neighborhood. In aggregate, this set of spatial tools produced a complex, hybrid view of the city’s space, which contributed to learners’ political formation.
AB - This article presents a set of spatial tools for classroom learning about spatial justice. As part of a larger team, we designed a curriculum that engaged 10 learners with 3 spatial tools: (a) an oversized floor map, (b) interactive geographic information systems (GIS) maps, and (c) participatory mapping. We analyze how these tools supported learning using notions of politicization. The floor map fed conceptual understandings of the map as a representational text and served as the terrain for an embodied activity to support proportional reasoning about inequitable distributions of resources. The data-rich GIS maps and their zoomability allowed for coordinating across multiple variables to connect patterns in inequities to other social processes. The participatory mapping enabled learners to make discoveries about, connect, and share beyond the individual classroom counterstories from people in the lived streets of their neighborhood. In aggregate, this set of spatial tools produced a complex, hybrid view of the city’s space, which contributed to learners’ political formation.
UR - http://www.scopus.com/inward/record.url?scp=85028527120&partnerID=8YFLogxK
U2 - 10.1080/10508406.2017.1336440
DO - 10.1080/10508406.2017.1336440
M3 - Article
SN - 1050-8406
VL - 26
SP - 643
EP - 687
JO - Journal of the Learning Sciences
JF - Journal of the Learning Sciences
IS - 4
ER -