Feminist and Queer Approaches to Education for Spatial Citizenship

Abstract

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.

GI school projects and their value and transferability to Uzbekistan

“…Here, our experiences are confirmed by the finding of other scholars. This relates, for instance, to De Luca et al [34] or in another context Kerski [35] who emphasize that the use of spatial data and spatial data products in schools can foster spatial awareness and spatial literacy skills. An overview of the spatial literacy skills addressed by the four projects is given in Table 4.…”

Educational Resources, Geographical Information, Geomedia, and Learning

“…One has been to link Spatial Citizenship and critical thinking (Carlos and Gryl 2013;Gordon et al 2016). Another one has explored the implications of specific use gaps between genders and the benefits the Spatial Citizenship approach can draw from feminist and queer perspectives (De Luca et al 2015;Ferber et al 2016). In addition, the Spatial Citizenship approach has also informed participatory design initiatives based on youth mapping projects of the city (Hennig and Vogler 2016).…”