Cash across the City: Participatory Mapping & Teaching for Spatial Justice

Autor/inn/en	Rubel, Laurie; Lim, Vivian; Hall-Wieckert, Maren; Katz, Sara
Titel	Cash across the City: Participatory Mapping & Teaching for Spatial Justice
Quelle	In: Journal of Urban Learning, Teaching, and Research, 12 (2016), S.4-14 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-2077
Schlagwörter	Secondary School Mathematics; Grade 11; Grade 12; Spatial Ability; Learning Modules; Participatory Research; Action Research; Learning Activities; Urban Schools; Student Projects; Handheld Devices; Interviews; Photography; Video Technology; Cartography; Map Skills; New York (New York) + Suchen Sie Ihr Suchwort? School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Räumliches Vorstellungsvermögen; Learning module; Lernmodul; Forschungstätigkeit; Projektforschung; Lernaktivität; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulprojekt; Interviewing; Interviewtechnik; Fotografie; Kartenkunde; Kartografie; Kartenverständnis
Abstract	This paper explores teaching mathematics for spatial justice (Soja, 2010), as an extension of teaching mathematics for social justice (Gutstein, 2006). The study is contextualized in a 10-session curricular module focused on the spatial justice of a city's two-tiered system of personal finance institutions (mainstream vs. alternative), piloted with two 11th/12th grade mathematics classes in a high school in a low-income neighborhood. The module includes a form of participatory action research known as participatory mapping (PM), examined here as a learning activity particularly conducive to urban settings. The study investigates learning opportunities and complexities opened up by PM for students. In particular, the analysis investigates how collecting narratives through PM engaged and complicated students' senses of place, whereby narratives that surfaced challenged the module's narrative about predatory lending. Findings are used to generate recommendations about ways to better support the use of PM in teaching for spatial justice. (As Provided).
Anmerkungen	AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site: http://aera-ultr.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01