Children's spatial narratives: exploring agency and multiliteracy through classroom mapping activities.
Saved in:
| Title: | Children's spatial narratives: exploring agency and multiliteracy through classroom mapping activities. |
|---|---|
| Authors: | Yu, Seongryeong1 (AUTHOR) syu@odu.edu, Olğun-Baytaş, Müge2 (AUTHOR) |
| Source: | Pedagogy, Culture & Society. Mar2026, Vol. 34 Issue 2, p343-365. 23p. |
| Subject Terms: | *Literacy, *Cultural pluralism, *Creative thinking, *Activity programs in education, Cartography, Self-expression, Ethnology research |
| Abstract: | The pedagogical potential of mapping activities as a multiliteracy tool for children to express their perceptions of classroom spaces is explored highlighting their creative thinking and agency. Drawing on ethnographic case studies in three culturally and linguistically diverse elementary classrooms, children's mapping activities were analysed to reflect spatial narratives that extend beyond physical environments to encompass personal, cultural, and imaginative dimensions. Findings redefined intertextuality by integrating cultural references into multimodal elements, enriching discussions on writing practices within spatial representation. The study explored the interconnectedness of peer culture, school dynamics, and spatial routines in children's narratives, emphasising the importance of fostering linguistic and visual resources to enhance agency and self-expression. By linking spatial narratives to personalisation and performative writing and drawing, this approach underscored the transformative potential of mapping in cultivating children's expressive abilities and agency within educational contexts. [ABSTRACT FROM AUTHOR] |
| Copyright of Pedagogy, Culture & Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | The pedagogical potential of mapping activities as a multiliteracy tool for children to express their perceptions of classroom spaces is explored highlighting their creative thinking and agency. Drawing on ethnographic case studies in three culturally and linguistically diverse elementary classrooms, children's mapping activities were analysed to reflect spatial narratives that extend beyond physical environments to encompass personal, cultural, and imaginative dimensions. Findings redefined intertextuality by integrating cultural references into multimodal elements, enriching discussions on writing practices within spatial representation. The study explored the interconnectedness of peer culture, school dynamics, and spatial routines in children's narratives, emphasising the importance of fostering linguistic and visual resources to enhance agency and self-expression. By linking spatial narratives to personalisation and performative writing and drawing, this approach underscored the transformative potential of mapping in cultivating children's expressive abilities and agency within educational contexts. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 14681366 |
| DOI: | 10.1080/14681366.2025.2500327 |
