Chalk, Codes, and Community: Reimagining Public Spaces for Equity and Multilingual Belonging

• In Event: AERA Roundtable Session Sunday 7:45 am - Gold 2
  In Roundtable Session: Places and Possibilities for Equity, Justice, and Belonging

Abstract

This paper explores how public spaces—such as parks and playgrounds—can be reimagined as equity-driven, multilingual learning environments. Grounded in sociocultural theory, spatial justice, and place-based education, the project draws on student-designed interventions implemented in under-resourced New York City playgrounds. These included multilingual chalk art, inclusive games, and QR codes linking families to free enrichment resources. Observations and practitioner reflections highlight how these low-cost interventions fostered social interaction, language development, and community engagement. Framed as practice-based inquiry within a graduate course, this qualitative study positions public space as a powerful site for learning and belonging, especially for culturally and linguistically diverse (CLD) learners. It contributes to critical conversations about rethinking educational boundaries and promoting justice through community-centered pedagogy.

Author

• Robert Niewiadomski, Fordham University