Making Space for Place: Mapping Tools and Practices to Teach for Spatial Justice

Autor/inn/en	Rubel, Laurie H.; Hall-Wieckert, Maren; Lim, Vivian Y.
Titel	Making Space for Place: Mapping Tools and Practices to Teach for Spatial Justice
Quelle	In: Journal of the Learning Sciences, 26 (2017) 4, S.643-687 (45 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
DOI	10.1080/10508406.2017.1336440
Schlagwörter	Spatial Ability; Maps; Geographic Information Systems; Educational Technology; Technology Uses in Education; Political Issues; Resource Allocation; Social Justice; Relevance (Education); Geographic Regions; Mathematics; Mathematics Activities; Visualization; Teaching Methods; High Schools; Secondary School Mathematics; Grade 10; Urban Schools; Low Income Groups; Poverty; Minority Group Students; Participant Observation; Interviews; New York (New York) + Suchen Sie Ihr Suchwort? Räumliches Vorstellungsvermögen; Map; Karte; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Politischer Faktor; Ressourcenallokation; Soziale Gerechtigkeit; Relevance; Relevanz; Mathematik; Visualisation; Visualisierung; Teaching method; Lehrmethode; Unterrichtsmethode; High school; Oberschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Armut; Teilnehmende Beobachtung; Interviewing; Interviewtechnik
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01