Journal
TECHNOLOGY KNOWLEDGE AND LEARNING
Volume 18, Issue 1-2, Pages 65-93Publisher
SPRINGER
DOI: 10.1007/s10758-013-9201-5
Keywords
Mobility; Youth; Urban neighborhoods; Spatial literacy; Counter-mapping; Bicycles; Geospatial technology; Social design experiment for spatial justice; Thirdspace; Ground truth; Analysis of personal time geography; Desire layers
Categories
Funding
- National Science Foundation [DRL-0816406]
- Division Of Research On Learning
- Direct For Education and Human Resources [0816406] Funding Source: National Science Foundation
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Personal mobility is a mundane characteristic of daily life. However, mobility is rarely considered an opportunity for learning in the learning sciences, and is almost never leveraged as relevant, experiential material for teaching. This article describes a social design experiment for spatial justice that focused on changes in the personal mobility of six non-driving, African-American teenagers, who participated in an after-school bicycle building and riding workshop located in a mid-south city. Our study was designed to teach spatial literacy practices essential for counter-mapping-a discursive practice in which youth used tools similar to those of professional planners to take place'' in the future of their neighborhoods. Using conversation and multimodal discourse analyses with video records, GPS track data, and interactive maps authored by youth, we show how participants in our study had new experiences of mobility in the city, developed technically-articulate criticisms of the built environment in their neighborhoods, and imagined new forms of mobility and activity for the future.
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