Hacked Landscapes: Tensions, Borders, and Positionality in Spatial Literacy

Autor/in	Schmidt, Sandra J.
Titel	Hacked Landscapes: Tensions, Borders, and Positionality in Spatial Literacy
Quelle	In: Journal of Geography, 116 (2017) 3, S.99-108 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1341
DOI	10.1080/00221341.2016.1257046
Schlagwörter	Literacy; Spatial Ability; Justice; Preservice Teacher Education; Social Justice; Geography; Geography Instruction; Student Projects; Teaching Methods; Urban Areas; Assignments; Community Characteristics; African American History; Social Differences; Culture; Poverty; Social Change; Neighborhoods; New York (New York) + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Räumliches Vorstellungsvermögen; Gerechtigkeit; Lehramtsstudiengang; Lehrerausbildung; Soziale Gerechtigkeit; Geografie; Geography education; Geography lessons; Geografieunterricht; Schulprojekt; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Stadtregion; Assignment; Auftrag; Zuweisung; Sozialer Unterschied; Kultur; Armut; Sozialer Wandel; Neighbourhoods; Nachbarschaft
Abstract	By focusing on critical geographies, landscape, and spatial literacy, this article evaluates a semester-long spatial justice project conducted in a preservice teacher education program. The analysis recognizes the limitations of reading the products literally as a means of comprehending spatial representation. It expands the analysis by hacking the products and producing new landscapes to read against or up against the products as sociospatial texts. It considers the deployment of landscape concepts--borders, the representation of tension, and the gaze and subjectivity of the reader-authors--as central elements of spatial literacy that is of consequence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01