Culturally Responsive Teaching through Spatial Justice in Urban Neighborhoods

As part of a National Science Foundation (NSF)-funded project to create culturally responsive curriculum that uses critical spatial thinking and geospatial technologies to address spatial justice in urban neighborhoods, students from a predominantly African American inner-city public high school in...

Full description

Saved in:
Bibliographic Details
Published inUrban education (Beverly Hills, Calif.) p. 4208592311534
Main Authors Beth Schlemper, M., Shetty, Sujata, Yamoah, Owusua, Czajkowski, Kevin, Stewart, Victoria
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 14.02.2023
Subjects
sense of place
spatial justice
culturally responsive teaching
urban neighborhoods
spatial narratives
Online AccessGet full text

Cover

More Information
Summary:As part of a National Science Foundation (NSF)-funded project to create culturally responsive curriculum that uses critical spatial thinking and geospatial technologies to address spatial justice in urban neighborhoods, students from a predominantly African American inner-city public high school in Toledo, Ohio participated in two summer workshops in 2015 and 2016. Using a range of data sources including sketch maps, interviews, and neighborhood-based student projects, this paper addresses two research questions: (a) How did students’ spatial narratives of their community change as a result of using a culturally responsive teaching approach to explore neighborhood challenges? (b) How does a culturally responsive teaching approach and a critical geography perspective support spatial justice among youth?
ISSN:0042-0859
1552-8340
DOI:10.1177/00420859231153411