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ERIC Number: EJ983585
Record Type: Journal
Publication Date: 2012
Pages: 30
Abstractor: As Provided
Reference Count: 74
ISSN: ISSN-0093-3104
From Redlining to Benevolent Societies: The Emancipatory Power of Spatial Thinking
Mitchell, Katharyne; Elwood, Sarah
Theory and Research in Social Education, v40 n2 p134-163 2012
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.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Washington