Mitchell Katharyne, Elwood Sarah
Department of Geography at University of Washington, Seattle, WA 98195.
Department of Geography at University of Washington , Seattle, WA 98195.
Theory Res Soc Educ. 2012 Apr;40(2):134-163. doi: 10.1080/00933104.2012.674867.
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.
本研究凸显了场所的力量，并将地理教育重新概念化为民主公民教育这一更大项目不可或缺的一部分。研究人员利用一个交互式网络平台，要求29名七年级女生对西雅图市与某个族群或女性相关的重要文化和历史场所进行研究并绘制地图。学生们分组合作，并经常对彼此的贡献发表评论。研究人员采用参与式行动研究方法，研究了多种方式，通过更深入地理解空间生产，如排斥与包容的过程、绘图与反绘图，如何能让学生获得知识并产生意愿，去挑战有关隔离城市景观“自然性”或资源分配不公的主流规范。这种方法遵循了近期女权主义、反种族主义和国际主义对公民教育的阐述，这些阐述主张在教学中融入社会正义或解放性元素。
