(Un)Mapping Identities: Counter-Cartographies as a Culturally Sustaining Pedagogy and (Curricular) World Ma(r)king

• In Event: Future Teachers Reimagining the Possibilities of Curriculum and Pedagogy

Abstract

Drawing upon Paris’ (2012) notion of culturally sustaining pedagogies, Soja’s (2010) conceptualization of consequential geographies and Huber et al.’s (2011) conceptualization of curriculum-ma(r)king “worlds,” this paper presentation outlines our work alongside pre-service teachers to (re)create curriculum counter-cartographies in a social studies methods course. Using Mark Bradford’s process of (aesthetic) material layering and mapping, we engage(d) in (un)mapping counter-cartographies as a way of (inter/dis)rupting dominant and reductionist narrativizations of curriculum, and as an invitation for pre-service teachers to share and inquire into the plurality of their multi-layered experiences—including an interrogation into the many (colonial) histories and places within which they have composed curriculum.

Authors

• Bretton A. Varga, California State University - Chico

• Muna Saleh, Concordia University of Edmonton