Abstract
For this study, the authors look specifically at cultural maps that the youth created in Student Involvement Day (SID), a program committed to youth empowerment. In these maps, youth identified spaces in their schools and communities that are open and inclusive of their cultures or spaces where their cultures are excluded. Drawing on critical geographies of/in education and Freirian notions of praxis, this paper considers the nature of school spaces through school curriculum and offers ways to render these contested spaces more democratic. Using these cultural maps, students work to individually identify spaces that allow them to engage meaningfully and collectively build key alliances and organize for more equitable and inclusive spaces in their schools and communities.
Response to this Article
Jennifer Vadeboncoeur and Shenaz A. Hanif-Shahban, Cultural Mapping as a Social Practice
Recommended Citation
Wood, G. K.
, Lemley, C. K.
(2015).
Mapping Cultural Boundaries in Schools and Communities: Redefining Spaces through Organizing.
Democracy and Education,
23
(1), Article 3.
Available at:
https://democracyeducationjournal.org/home/vol23/iss1/3