Routes, Histories, Maps: Spatial Approaches to Equity Literacy Across Two Longitudinal Publicly Engaged Ethnographic Studies

• In Event: Moscone Center North Roundtable Session 3
  In Roundtable Session: Ethnographic Explorations of Community-Based Learning and Becoming

Abstract

This presentation looks across two longitudinal publicly engaged ethnographic projects in different communities in the Midwestern United States to offer methodological and conceptual insights into the intersections of geography, equity, and schooling. Both studies were conceptualized with equity literacy and critical sociospatial frameworks in highly segregated (in terms of social class and race) locales to understand acts of placemaking (Jones, Thiel, et al, 2016) that inform future policy decisions and advocacy for equity. Authors describe the broader project choices around data collection using a “geography-of-discourse” (Scollon, 2013) analytical lens that identified three waypoints relevant to locally-situated collaborative inquiry: (1) Routes and boundaries, (2) Histories, and (3) Literacies via maps/artifacts/tools/texts.

Authors

• Alexandra Panos, University of South Florida

• Casey Marie Pennington, Indiana University - Bloomington

• Christy Wessel Powell

• Regina Marie Weir, Indiana University