Cultural Mapping as a Social Practice: A Response to "Mapping the Cultural Boundaries in Schools and Communities: Redefining Spaces Through Organizing"

Authors

Jennifer A. Vadeboncoeur, University of British ColumbiaFollow
Shenaz A. Hanif-Shahban, University of British ColumbiaFollow

Abstract

Inspired by Gerald Wood and Elizabeth Lemley’s (2015) article entitled Mapping the Cultural Boundaries in Schools and Communities: Redefining Spaces Through Organizing, this response inquires further into cultural mapping as a social practice. From our perspective, cultural mapping has potential to contribute to place making, as well as the values to sustain more equitable social futures. Thus, alongside the maps created, we longed to learn more about how the participants were engaged in mapping, how perceptions of mapping changed over time and context, how participation was mediated by relationships, and how transformation in the participants, child, youth, and adults was manifested. Making visible the richness of this experience, however, likely requires research funding, support, and time.

Response to Article

Gerald K. Wood and Christine K. Lemley, Mapping Cultural Boundaries in Schools and Communities: Redefining Spaces through Organizing

Recommended Citation

Vadeboncoeur, J. A. , Hanif-Shahban, S. A. (2015). Cultural Mapping as a Social Practice: A Response to "Mapping the Cultural Boundaries in Schools and Communities: Redefining Spaces Through Organizing". Democracy and Education, 23 (2), Article 9.
Available at: https://democracyeducationjournal.org/home/vol23/iss2/9