From Redlining to Benevolent Societies: The Emancipatory Power of Spatial Thinking

Autor/inn/en	Mitchell, Katharyne; Elwood, Sarah
Titel	From Redlining to Benevolent Societies: The Emancipatory Power of Spatial Thinking
Quelle	In: Theory and Research in Social Education, 40 (2012) 2, S.134-163 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2012.674867
Schlagwörter	Social Justice; Action Research; Resource Allocation; Teaching Methods; Ethnic Groups; Citizenship Education; Democracy; Researchers; Grade 7; Participatory Research; Females; Cartography; Geography Instruction; Citizen Participation; Urban Areas; Web Based Instruction; Spatial Ability; Washington + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Projektforschung; Ressourcenallokation; Teaching method; Lehrmethode; Unterrichtsmethode; Ethnie; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Demokratie; Researcher; Forscher; School year 07; 7. Schuljahr; Schuljahr 07; Forschungstätigkeit; Weibliches Geschlecht; Kartenkunde; Kartografie; Geography education; Geography lessons; Geografieunterricht; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Urban area; Stadtregion; Web Based Training; Räumliches Vorstellungsvermögen
Abstract	This study highlights the power of place, and reconceptualizes geography education as integral to the larger project of teaching for democratic citizenship. Using an interactive web platform, the researchers asked 29 seventh grade girls to research and map significant cultural and historical places associated with an ethnic group, or women, in the city of Seattle. The students worked in teams and commented frequently on each other's contributions. Adopting a participatory action research method, the researchers studied the multiple ways in which a greater understanding of spatial production, such as processes of exclusion and inclusion, or mapping and counter-mapping, can give students the knowledge and will to challenge prevailing norms about the "naturalness" of a segregated urban landscape, or the inequitable allocation of resources. This approach follows recent feminist, anti-racist, and internationalist articulations of citizenship education, which advocate a social justice or emancipatory component to teaching and learning. (Contains 9 figures, 1 note, and 1 footnote.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10