(In)Consequential-ness of Abstract World-Ma(r)king: Composing (Curricular) Counter-Cartographies

• In Event: Rethinking Place and Space in Social Studies Research: Toward a Spatial Justice Agenda

Abstract

Purpose

We discuss our work alongside pre-service teachers in using a Bradforian approach of material layering and un/mapping (Varga et al., 2021) to (re)create curriculum counter-cartographies in a social studies methods course.

Theoretical Framework

Understanding that maps and map-making are (and have historically been) tools of colonization, we used Mark Bradford’s process of (aesthetic) material layering and un/mapping. We engage(d) in un/mapping counter-cartographies as a way of (inter/dis)rupting dominant and reductionist narrativizations of places and 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—in different “worlds.” Soja’s (2010) concept of consequential geographies allowed us to work at the inter/intra-connections between spatial dimensions of identity, social processes responsible for sustaining dominant normativity (e.g., whiteness, heteronormativity, patriarchy, and ableism), and marginalizing/dehumanizing other groups (Ferri, 2010). Thus, consequential geographies can unveil institutional conditions—which in turn inform counter-cartographies—that restrict and demarcate articulations of self-expression.
Our work is also rooted in a conceptualization of curriculum as (co-)composed, experiential, embodied, relational, dynamic, and fluid (Aoki, 2004/2011; Huber et al., 2011). In working towards un/mapping (curriculum) counter-cartographies alongside pre-service teachers, we resonate with Huber et al.’s (2011) notion of curriculum as being relationally composed in a multiplicity of “worlds.” Drawing from Lugones’ (1987) attestation that “a ‘world’ need not be a construction of a whole society. It may be a construction of a (tiny) portion of a particular society including variance relating to the populace of inhabitants. While some ‘worlds’ are bigger than others” (p. 10), Huber et al. (2011) argued that while school curriculum-ma(r)king is recognized as a world, familial curriculum-ma(r)king (curriculum composed within familial and community places) is not often acknowledged as an equally important curriculum-ma(r)king “world.” Alongside pre-service teachers, we engage(d) in un/mapping counter-cartographies as a way of (inter/dis)rupting colonial, dominant, and reductionist narrativizations of curriculum and the many worlds we inhabit.

Findings/Interpretations:

Maps—despite traditionally consisting of demarcations and linearity—are an inflection point for teacher/student inquiry into the conditions that oftentimes support/restrict normative and oppressive practices relating to the articulations of one’s Self (Schofield, 2016). We highlight several examples of pre-service teachers’ counter-cartographies to show how, while this process is subjective to each participant’s creative orientation(s), it provides multiple interpretations and opportunities for reflective dialogues. Further, while these artistic/abstract representations do not necessarily convey the cartographer’s actuations, they can serve as conduits for reflective dialogue(s) about the layers (upon layers) of experience(s) that factor into identity formation/expression/projection and “what could be done to bring about the [educational] change that is needed” (Pacheco & Velez, 2009, p. 297). Put another way, each participant was afforded the (artistic) ability to express their (curricular) journey in their own unique way.

Significance:

This work highlights how material art/abstraction—counter-cartographies—can be utilized in teacher education programs and beyond. We show, through our students’ attempts at re/imagining curriculum-ma(r)king borders, when infused with imagination and abstraction, maps can also be liminal sites of possibility, promise, and both individual and communal healing.

Authors

• Muna Saleh, Concordia University of Edmonton

• Bretton A. Varga, California State University - Chico