This contribution suggests that Feminist and Queer Studies, and more explicitly Feminist and Queer cartographies, may contribute widely to an education for Spatial Citizenship, aiming at participation and empowerment. Based on basic competence dimensions of Spatial Citizenship education, the paper explores existing theoretical and empirical work for technical and methodological skills, reflexive geo-media use, and practices of communication and participation. The evidence is systematized in order to suggest a Research Agenda, as well as to provide an overview of educational approaches that may be readily translated to secondary school use.