This paper deals with the application of geomedia that are in everyday use, quoting two highly political mapping examples. These publicly accessible digital maps addressing the current refugee situation, its reception and instrumentalization in Germany are used to provide a vivid example of a practical application of Spatial Citizenship. This paper presents the theoretical framework of Spatial Citizenship. After examining questions which arise from an analysis of the maps, this framework is discussed and extended, especially with regards to the social embeddedness of its basic principles of fundamental human rights and democratic negotiation. The discussion reveals the links between approaches from social geography and central aspects of citizenship education. Finally, the educational implications of this extension of the Spatial Citizenship approach are discussed while presenting a practical example.
This paper questions Harley's (1989) specific way of interpreting and dealing with 'the map'. Contrasting Harley's perspective with Derrida's approach of deconstruction provides a more detailed understanding of the potentials and limits of Harley's practice for a critical understanding of maps. Moreover, this paper offers an alternative practice for a critical reading of maps, rooted in Adorno's concept of Mündigkeit and Derrida's deconstruction.
The concept of Spatial Citizenship was established to provide a framework for the engagement of citizens in processes of reflexive geomedia prosumption and emancipatory participation within different cooperative decision-making pro-cesses.Although initially aimed at a (post-)secondary target group, Spatial Citizenship has recently also been applied in the context of primary education to ask whether it can help provide spaces for the participation of children. Going beyond this point, this paper seeks to provide a first step in interrelating Spatial Citizenship with approaches from inter-sectionality and critical migration research in order to help further research along intersectionality axes such as age, ethnicity and class. The aim is to create a framework as a basis for epistemological insight into the interrelations be-tween the appropriation of space in the context of everyday life and the aforementioned intersectionality axes
John Brian Harley's canonical paper 'Deconstructing the map ' (1989) has been one of the main bases of Critical Cartography, Critical GIScience, and reflexive approaches to working with maps and geomedia in geography education. However, reducing deconstruction mainly to reading the map's margins is only part of the potential that deconstruction offers. In this paper, following Derrida's approach of deconstruction more closely, we build on the discussion of Harley's paper and try to develop a deconstructive practice for reflexive cartography in educational contexts.
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