University of Pennsylvania Graduate School of Education
Illinois State University College of Education
Gallery Project Statement
Recent work led by Souto Manning et. al (2019) has sought to interrupt the unjust status quo of teacher education by forwarding a shared transformative justice commitment that the rich legacies and assets of communities of color must be recognized, leveraged, and cultivated in and through teacher education programs, structures, and practices. While much research about the effectiveness of culturally-responsive curriculum exists (Dee & Penner 2017), it has yet to catalyze everyday practice within teacher education to embrace an ecological view (Lee 2008) of the small activities taken up by residents that coalesce into lively communities full of intrigue, dreams, and possibilities in spite of long-standing legacies of marginalization. The purpose of our project seeks to explore the possibilities of teacher-led collaborative mapping as an avenue within K-12 teacher preparation programs to address this demand. We ask: From where do teachers learn to cultivate and sustain critical connections with a community? We are in the process of documenting the work of teacher educators embarking upon community mapping as a form of critical connected learning (Ito et al. 2013) for the teachers and communities of color with whom they work.
In communities, such as the South Africa-based Chimurenga collective (Ose 2014), and disciplines such as urban planning, geography, and learning sciences, work in community mapping can be utilized to draw out the ways youth and adults transform the spaces they inhabit into incubators of pleasure, hope, and desire amidst ongoing marginalization (Bates et al. 2018; Ribakoff & Coval 2017; Hunter & Robinson 2018; Taylor & Hall 2013). Teacher education has much to gain from (re)mapping strategies to support teachers in becoming part of the thriving communities in which they wish to serve. Following Solnit and Shapiro (2016) and Corner (1999, p.214) we take up mapping not merely as a representational activity, but as a transformational “cultural project, creating and building the world as much as measuring and describing it”. As collaborative practice, mapping has the capacity to surface multiple and conflicting conditions and perspectives of the educational landscapes across a community that may otherwise be overlooked or discounted (Leander et.al 2010). In this sense, the practices of community mapping hold promise to operate as meaning-making incubators of the type youth are already engaged.
In our initial findings, (re)mapping activities in teacher education are elucidating links between people, places, and spaces that form the lifeblood of a community. The cerebral work of (re)mapping (Solnit & Shapiro 2016) is allowing teachers to (re)discover youth lived experience, improvisation, and imagination (Edjabe 2017) as interest-driven forms of knowledge that can be carried through curriculum and leveraged toward civic, economic, academic, and political opportunities (Ito, et al. 2013). Drawing from research around Rasquache and Black spatial imaginaries (Bedoya 2014) that take an asset-based approach to communities of color, we recognize the potential for transformative teacher education (Souto-Manning et.al 2019) and pedagogies that flow from being immersed in these ways within community.
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Bedoya, Roberto. “Spatial justice: Rasquachification, race and the city.” Creative Times Report (2014).
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Dee, Thomas S., and Emily K. Penner. “The causal effects of cultural relevance: Evidence from an ethnic studies curriculum.” American Educational Research Journal 54, no. 1 (2017): 127-166.
Edjabe, Ntone. “How to Eat a Forest.” Afterall: A Journal of Art, Context and Enquiry 43, no. 1 (2017): 70-73.
Hunter, Marcus Anthony, and Zandria Robinson. Chocolate cities: The Black map of American life. Univ of California Press, 2018.
Ito, Mizuko, Kris Gutiérrez, Sonia Livingstone, Bill Penuel, Jean Rhodes, Katie Salen, Juliet Schor, Julian Sefton-Green, and S. Craig Watkins. Connected learning: An agenda for research and design. Digital Media and Learning Research Hub, 2013.
Leander, Kevin M., Nathan C. Phillips, and Katherine Headrick Taylor. “The changing social spaces of learning: Mapping new mobilities.” Review of research in education 34, no. 1 (2010): 329-394.
Lee, Carol D. “The centrality of culture to the scientific study of learning and development: How an ecological framework in education research facilitates civic responsibility.” Educational Researcher 37, no. 5 (2008): 267.
Ose, Elvira Dyangani. “Enthusiasm: Collectiveness, politics, and aesthetics.” Journal Of Contemporary African Art 2014, no. 34 (2014): 24-33.
Ribakoff, Steven, and Coval, Kevin. Remixing the Narratives: A Conversation with Kevin Coval. (2017). Retrieved July 18, 2018, from https://lareviewofbooks.org/article/remixing-the-narratives-a-conversation-with-kevin-coval/#!
Solnit, Rebecca, and Joshua Jelly-Schapiro. Nonstop Metropolis: A New York City Atlas. Vol. 3. Univ of California Press, 2016.
Souto-Manning, Mariana, and Lawrence Torry Winn. “Toward shared commitments for teacher education: Transformative justice as an ethical imperative.” Theory Into Practice just-accepted (2019).
Headrick Taylor, Katie. “Learning along lines: Locative literacies for reading and writing the city.” Journal of the Learning Sciences 26, no. 4 (2017): 533-574.
Taylor, Katie Headrick, and Rogers Hall. “Counter-mapping the neighborhood on bicycles: Mobilizing youth to reimagine the city.” Technology, Knowledge and Learning 18, no. 1-2 (2013): 65-93.