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Seeing the Unseen: Critical Geospatial Mapping as a Pedagogical Tool to Center the Margins

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Title: Seeing the Unseen: Critical Geospatial Mapping as a Pedagogical Tool to Center the Margins
Language: English
Authors: Racheal M. Banda
Source: International Journal of Multicultural Education. 2024 26(1):57-78.
Availability: International Journal of Multicultural Education. Department of Education, Yonsei University, 50 Yonsei-ro, Seodaemun-gu, Seoul, Korea 03722. e-mail: ijme@gmail.com; Web site: http://www.ijme-journal.org
Peer Reviewed: Y
Page Count: 22
Publication Date: 2024
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teacher Education, Preservice Teachers, Inservice Teacher Education, Spatial Ability, Cognitive Mapping, Multicultural Education, Culturally Relevant Education, Social Justice, Equal Education, Educational Quality, Human Geography, Critical Theory, Educational Change
ISSN: 1934-5267
Abstract: A hyper-standardized and alarmist educational climate in the U.S. propagates deficit discourses about students and creates a roadblock for teachers seeking to center their students' lives through critical and multicultural pedagogies. Scholars have called for attention to mapping as a pedagogical tool to unearth and push back against sociospatial injustice. In line with this, I offer the tool of "critical geospatial mapping" and provide two examples of how its application allowed preservice and in-service teachers to see the previously unseen strengths and resiliencies of historically-marginalized and multicultural communities. This allowed them to critique and reframe deficit narratives.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1432400
Database: ERIC
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  Data: Seeing the Unseen: Critical Geospatial Mapping as a Pedagogical Tool to Center the Margins
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  Data: International Journal of Multicultural Education. Department of Education, Yonsei University, 50 Yonsei-ro, Seodaemun-gu, Seoul, Korea 03722. e-mail: ijme@gmail.com; Web site: http://www.ijme-journal.org
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  Data: A hyper-standardized and alarmist educational climate in the U.S. propagates deficit discourses about students and creates a roadblock for teachers seeking to center their students' lives through critical and multicultural pedagogies. Scholars have called for attention to mapping as a pedagogical tool to unearth and push back against sociospatial injustice. In line with this, I offer the tool of "critical geospatial mapping" and provide two examples of how its application allowed preservice and in-service teachers to see the previously unseen strengths and resiliencies of historically-marginalized and multicultural communities. This allowed them to critique and reframe deficit narratives.
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      – TitleFull: Seeing the Unseen: Critical Geospatial Mapping as a Pedagogical Tool to Center the Margins
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