Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/26439
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dc.contributor.authorCowell, Gillianen_UK
dc.contributor.authorBiesta, Gerten_UK
dc.date.accessioned2017-12-22T01:50:12Z-
dc.date.available2017-12-22T01:50:12Z-
dc.date.issued2016-05en_UK
dc.identifier.urihttp://hdl.handle.net/1893/26439-
dc.description.abstractSpace represented on geographical maps is ordered and navigable, allowing one to ‘know’ features and layouts of places before visiting, and finding landmarks, pathways and spaces of importance that connect you from one point to another, reducing possibilities for disorientation. Maps ‘work’ because they represent a reality already ordered and structured. We argue that this order could be considered a form of Biesta's (2011) socialisation conception of civic learning, where the map reader can know in advance where they are going and what they will find. However, regarding interactions with derelict, historical, new or ‘missing’ spaces, the use of maps with residents can create different understandings of place. The map within these engagements stimulates the unexpectedness necessary to disrupt space as seen ‘from above’. These ground-level disruptions, we argue, are a necessary part of subjectification processes (Biesta, 2011): the map reader becomes map-maker in the creation of an alternative engagement with their landscape. In our paper we report on an empirical study involving two cases: a historical society in a post-industrial location with an invisible history, due to the decline of its heavy industry since the 1980s, and an environment group in an official Conservation Area with a history broadly stable and visible today, both in Scotland. We utilise a psychogeographic methodology that deconstructs the mapreading and mapmaking ‘order’, exposing it to re-explorations by individuals, who in turn construct layered spatial and temporal maps – through their civic actions – towards their subjectification and emergence as political agents.en_UK
dc.language.isoenen_UK
dc.publisherSAGEen_UK
dc.relationCowell G & Biesta G (2016) From mapreading to mapmaking: Civic learning as orientation, disorientation and reorientation. Policy Futures in Education, 14 (4), pp. 431-451. https://doi.org/10.1177/1478210316636703en_UK
dc.rightsGillian Cowell, Gert Biesta, From mapreading to mapmaking: Civic learning as orientation, disorientation and reorientation, Policy Futures in Education (14.4) pp. 431-451. Copyright © 2016 Author(s). Reprinted by permission of SAGE Publications. The final published version is available at: https://doi.org/10.1177/1478210316636703en_UK
dc.subjectCivic learningen_UK
dc.subjectcivic actionen_UK
dc.subjectpublic spaceen_UK
dc.subjectcitizenshipen_UK
dc.subjectGert Biestaen_UK
dc.subjectcartographyen_UK
dc.subjectmapsen_UK
dc.subjectpsychogeographyen_UK
dc.subjectsubjectificationen_UK
dc.subjectdemocracyen_UK
dc.titleFrom mapreading to mapmaking: Civic learning as orientation, disorientation and reorientationen_UK
dc.typeJournal Articleen_UK
dc.identifier.doi10.1177/1478210316636703en_UK
dc.citation.jtitlePolicy Futures in Educationen_UK
dc.citation.issn1478-2103en_UK
dc.citation.volume14en_UK
dc.citation.issue4en_UK
dc.citation.spage431en_UK
dc.citation.epage451en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusAM - Accepted Manuscripten_UK
dc.citation.date21/03/2016en_UK
dc.contributor.affiliationUniversity of Stirlingen_UK
dc.contributor.affiliationBrunel Universityen_UK
dc.identifier.isiWOS:000374675500002en_UK
dc.identifier.scopusid2-s2.0-84963956711en_UK
dc.identifier.wtid507534en_UK
dc.date.filedepositdate2017-12-21en_UK
Appears in Collections:Faculty of Social Sciences Journal Articles

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