Critical spatial learning: participatory mapping, spatial histories, and youth civic engagement

Gordon, Elyse; Elwood, Sarah; Mitchell, Katharyne

doi:10.1080/14733285.2015.1136736

Cited by 65 publications

(49 citation statements)

References 50 publications

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“…Overall, we think that the design, with its roots in concepts like Spatial Citizenship Education (Gryl & Jekel, 2012) and Activist Citizenship Education (Gordon, Mitchell & Elwood, 2016), is transferable to topics other than right-wing extremism, without decreasing the potential of the formation of the political subject.…”

Section: Discussionmentioning

confidence: 99%

“…(comment of a student, male; own translation) Gordon, Mitchell & Elwood (2016) have shown that critical spatial thinking can even foster civic engagement. An initial indication of this can be found in the following comment, where a student claims to have become more sensitized to right-wing extremist symbols in public space:…”

Section: Pedagogical Foundation and Initiating #Notmysymbolmentioning

confidence: 99%

“…But Spatial Citizenship Education (Gryl & Jekel, 2012) and Activist Citizenship Education (Gordon, Mitchell & Elwood, 2016) try to go beyond a simple collaborative mapping exercise by encouraging critical spatial thinking. Therefore, the mapping process needs to be complemented by reflexivity (Gryl & Jekel, 2012;Gordon, Mitchell & Elwood, 2016).…”

Section: Pedagogical Foundation and Initiating #Notmysymbolmentioning

confidence: 99%

“…The concepts 'Spatial Citizenship Education' (Gryl & Jekel 2012) and 'Activist Citizenship Education' (Gordon, Mitchell & Elwood 2016) provide an initial approach to these questions and therefore serve as the pedagogical basis for #notmysymbol. They emphasize the potential of GIS-based collaborative mapping processes to impart social concepts of space.…”

Section: Pedagogical Foundation and Initiating #Notmysymbolmentioning

confidence: 99%

“…Therefore, the mapping process needs to be complemented by reflexivity (Gryl & Jekel, 2012;Gordon, Mitchell & Elwood, 2016).…”

Section: Pedagogical Foundation and Initiating #Notmysymbolmentioning

confidence: 99%

See 4 more Smart Citations

Flying Kites, Nazi Ideology and Collaborative Mapping: Coping with rightwing-extremism in secondary education

Lehner¹,

Jekel²,

Vogler³

2017

giforum

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In Austria and Germany, one of the more recent political shifts has been a swing towards the extreme right (AfD, 'Identitäre'), accompanied by a change in what is seen as acceptable in language. Right-wing movements have come more into the open, straddling the fence around what is forbidden under Austrian and German law. Symbols forbidden by laws designed to prevent a reproduction of NSDAP institutions and ideology can regularly be seen in public spaces. This paper presents an initiative triggered by one of these open representations of Nazi ideology in November 2016, when two men flew a children's kite in Salzburg city-centre. The kite was decorated with 4 different Nazi symbols. Using Instagram, the initiative maps such symbols collected by the public and extracts location information for representation in ArcGIS-Online. We show how this initiative can contribute to the formation of the political subject and discuss teaching methods, the technical development of the project, and initial results.

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Section: Discussionmentioning

confidence: 99%

Section: Pedagogical Foundation and Initiating #Notmysymbolmentioning

confidence: 99%

Section: Pedagogical Foundation and Initiating #Notmysymbolmentioning

confidence: 99%

Section: Pedagogical Foundation and Initiating #Notmysymbolmentioning

confidence: 99%

“…Therefore, the mapping process needs to be complemented by reflexivity (Gryl & Jekel, 2012;Gordon, Mitchell & Elwood, 2016).…”

Section: Pedagogical Foundation and Initiating #Notmysymbolmentioning

confidence: 99%

See 3 more Smart Citations

Flying Kites, Nazi Ideology and Collaborative Mapping: Coping with rightwing-extremism in secondary education

Lehner¹,

Jekel²,

Vogler³

2017

giforum

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Opportunity's Calling: Perceived Inequality and Causal Beliefs About Socioeconomic Status Linked to Civic Engagement

Im,

Shane

2024

Community & Applied Soc Psy

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Although objective states of inequality often stifle civic engagement, subjective perceptions of inequality can stimulate it. Across two studies using a nationally representative US sample (Study 1, n = 1053) and a US university student sample (Study 2, n = 604), we found that the perception of inequality was positively associated with civic engagement. We further explored the mediating pathways linking this association. We found that perceived inequality is positively associated with the belief that socioeconomic status (SES) is attained through opportunity (e.g., social connections). In turn, opportunity belief was negatively associated with acceptance of inequality which was likewise negatively correlated with civic engagement. Our findings suggest opportunity belief may be a key mechanism activated by perceived inequality that links it to civic engagement. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement.

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“If you're in a community together, then you're basically a family”: Perceptions of community among a predominantly African‐American/Black youth cohort in a semi‐rural region in the Southeastern United States

Smith

Frerichs

Hoover

et al. 2022

Journal Community Psychology

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Geographic racism gives rise to health inequities that impact communities in detrimental ways. Southern ethnic minority groups, particularly African American/Black semi‐rural communities, are subject to especially unjust outcomes in health, education, and wealth. Asset‐based community development (ABCD) is a way of engaging with communities in participatory and positive ways that center community voices as expert. Youth can participate in ABCD, are sensitive to the ways in which their communities are structured, and have insights as to how to improve the places they live. We undertook a qualitative interview study which included a cognitive mapping exercise with 28 youth to understand how African American/Black youth who had participated in an ABCD‐informed summer program conceptualized community and preferences about where they lived. Using a phenomenological approach to qualitative analysis, our study revealed that many youth defined community as a combination of people and place, enjoyed engaging with unique resources in their communities as well as seeking peace and quiet, experienced hardships as “something everybody knows” when observing constraints on their communities, and were committed to their communities and interested in seeing—and participating in—their flourishing. Our study provides a nuanced and contemporary understanding of the ways in which African American/Black semi‐rural youth experience community which can contribute to cyclical asset‐based development strategy aimed at empowering young people and improving health outcomes in resilient communities.

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Critical spatial learning: participatory mapping, spatial histories, and youth civic engagement

Cited by 65 publications

References 50 publications

Flying Kites, Nazi Ideology and Collaborative Mapping: Coping with rightwing-extremism in secondary education

Flying Kites, Nazi Ideology and Collaborative Mapping: Coping with rightwing-extremism in secondary education

Opportunity's Calling: Perceived Inequality and Causal Beliefs About Socioeconomic Status Linked to Civic Engagement

“If you're in a community together, then you're basically a family”: Perceptions of community among a predominantly African‐American/Black youth cohort in a semi‐rural region in the Southeastern United States

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