Counter-Mapping the Neighborhood on Bicycles: Mobilizing Youth to Reimagine the City
Item
Title
Counter-Mapping the Neighborhood on Bicycles: Mobilizing Youth to Reimagine the City
Abstract/Description
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 afterschool 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.
Author/creator
Date
In publication
Volume
18
Issue
1
Pages
65-93
Resource type
Background/Context
Medium
Print
Background/context type
Conceptual
Keywords
Open access/free-text available
Yes
Peer reviewed
Yes
ISSN
2211-1670
URL
Citation
Taylor, K. H., & Hall, R. (2013). Counter-Mapping the Neighborhood on Bicycles: Mobilizing Youth to Reimagine the City. Technology, Knowledge and Learning, 18(1), 65–93. https://doi.org/10.1007/s10758-013-9201-5
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