Abstract
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.
| Original language | English |
|---|---|
| Pages (from-to) | 643-687 |
| Number of pages | 45 |
| Journal | Journal of the Learning Sciences |
| Volume | 26 |
| Issue number | 4 |
| DOIs | |
| State | Published - 2 Oct 2017 |
| Externally published | Yes |
Bibliographical note
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.
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology