From Redlining to Benevolent Societies

The Emancipatory Power of Spatial Thinking

Bibliographic Data

ID11070945
AuthorsKatharyne Mitchell (0000-0001-9238-7318, University of Washington, corresponding author), Sarah Elwood (0000-0002-1155-3490, University of Washington)
Year2012
Volume40
Issue2
Pages134-163
Publication date2012-04-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory & Research in Social Education (JOURNAL)
Journal identifiersISSN: 0093-3104 • E-ISSN: 2163-1654
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00933104.2012.674867
PMID25635148
PMCIDPMC4306815
OpenAlexW2030064181
LanguageEN
Citations received11
References cited55

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

Cognition · Epistemology · Mathematics education · Pedagogy · Power (physics · Social science · Social studies · Sociology · Spatial Ability · Coastal and Marine Management · Geographic Information Systems Studies · Historical Geography and Geographical Thought · Psychology · Social Psychology

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