C42: Spatial Citizenship
Viral Constructions of Space and Content Knowledge: What Teachers Need to Know
Goethe-Universität Frankfurt, Deutschland
Digital spatial processes have been widely explored and investigated in subject-specific geographic research. So far, however, this research has not been sufficiently reflected in classrooms or teacher education and remains unconnected to notions of geographical digital literacy. Viral constructions of space – realities shaped in everyday life that are experienced and (re-)produced by students and teachers alike through social media – present an opportunity for Geography education to adapt to the digital society. This paper attempts to connect viral constructions of space, the digital society and the knowledge teachers need to include viral constructions of space in the classroom using Mishra and Koehler’s (2006) TPACK model, a well-established means for summarizing teachers’ technological, pedagogical and content knowledge for a specific topic. The paper focuses on content knowledge, identifies five sub-types of viral constructions of space, and extracts nine descriptors of teachers’ content knowledge. By focusing on content knowledge, the paper presents a starting point for future investigations of pedagogical and technological teacher knowledge as well as their intersections. It also raises awareness of viral constructions of space as both a new essential topic in the Geography classroom and a phenomenon already shaping learning environments for spatial acquisition.
Potential of a critical cartography based on immanent critique
University Duisburg-Essen, Deutschland
This paper argues for the potential of a critical cartography based on immanent critique, or more precisely, a practice for educational contexts that fosters reflexive map-reading based on immanent critique. It starts with a discussion of contrasting approaches based on discourse analyses and immanent critique. This provides first insights into how one can overcome problems based on discourse analytical framings by using an approach rooted in immanent critique. At the same time, it shows how immanent critique can nevertheless benefit from discourse analysis. This interplay fosters a particular practice of reflexive map-reading that offers the potential to foster “maturity” (“Mündigkeit”) (Adorno & Becker, 1971) and the “political subject” (Mitchell, 2018; Mitchell & Elwood, 2013) in educational contexts.
Reassembling Spaces through Social Media – An Explorative Study about Adolescents, Social Media and Spatial Conditions
Goethe-University Frankfurt, Deutschland
Social media are everyday companions for adolescents, enabling them to communicate and share their experience of the world. With the rise of social media location did not only gain importance as organizing principle for online content but features like taking pictures, geotagging and uploading them on the go mediate space in a new way. In this article we want to explore how space is reassembled through social media and which processes of reception emerge among young people against the background of the changed spatial allocation of meaning through digitization processes. Therefore, we take a closer look at contemporary geographic research and derive new perspectives on space that help us to grasp these processes. We conducted interviews with adolescents and analyzed them regarding their usage of Instagram. They edit their photos with filters, geotag places that they deem as exceptional, and select locations specifically for Instagram, perceiving their environment and places as ‘instagramable’ and status symbols. Our analysis confirms the emergence of new perspectives for understanding space by the means of social media. The production and reception of space in the context of digitization call for an adaption of concepts and methods in geography education.