Social Cartography as Collaborative Action

Dené Granger, Lauren E. Jetty, Laura Reeder

EDU 781 - December, 2010
Problems to be addressed by this Collaborative Action Proposal

Political - American School system’s obsession with testing has resulted in

a shift away from equity and justice. Educational reforms have neglected
how schools can help a diverse group of students understand how
sociopolitical forces influence their futures (Giroux, 2008).

Practical – Contemporary teachers enter their profession with limited

ability to access funds of knowledge that they and their students bring to a
learn environment.
Political
Practical Teachers are
underprepared to
deal with the
cultural terrain of
classroom life
(Giroux, 2008)

Cultural Teachers of
differences are Who are American European
often viewed as Teachers? – 70 % American
deficiencies rather are white, middle backgrounds are
than strengths by class, & female unaware they
teachers (Giroux, (Markus, 2008) posses a culture
2008) (Nieto, 2008)

Teacher most often

view experiences
through an
unquestioned
dominant
perspective
 Teachers as agents to counter these problems
• Teachers need to gain an understanding of the “funds of knowledge” students and
their families posses (Banks, 2008, Moll, 2010, Nieto, 2008)
• students become more engaged
• this knowledge helps to challenge deficit oriented discourse

• In order to counter these problems an intervention is needed to both give voice to

the students and allow teachers to gain understandings of these funds of knowledge.
• “the historicity of knowledge and experience provides the basis for helping
students to develop a respect for their own experiences so they can be
legitimate and reclaim their own language and histories” (Giroux, 2008, 453).
• Teachers need to assume responsibility to develop pedagogical practices
around forms of knowledge ignored within dominant school culture
• “this can of course, lead to a deeper understanding by both students and
teacher of how both local and official knowledge get produced, sustained, and
legitimated” (Giroux, 2008, p. 455).
Why Zapatista, why social cartography?
 How can social cartography solve problems in our schools
here and now?
When applied as a method for professional development and for curriculum
design, social cartography provides a horizontal “territory” that can be formed
and mapped among teachers and students to visualize shared problems,
achievements, and necessities that shape a learning environment. We propose
to engage with a cohort of new teachers in an urban school district for a three-
year induction using social cartography:
YEAR ONE
How do I navigate my own world?

Where do I go for orientation and exploration

of the new teacher terrains within my own
schools and surrounding my professional peer
community?

As a person, as…
- a man/woman
- a parent, sister, daughter, brother, uncle, etc.
- a partner, friend, lover
- a professional, worker, student
- a teacher, faculty member, leader
- a citizen, voter, Latina, Christian, etc.

First year induction cohorts will meet monthly and

will engage teachers in mapping/investigating what
they bring, what they find, what they can do, and
what they hope to do in their new environment.
 YEAR TWO
How do we navigate and understand our shared world?

What are the instructional strategies that invite thoughtful engagement

within classrooms, enlisting all students, myself, my colleagues, and our
funds of knowledge to shape the shared territory of our curriculum;
As a learner, as a teacher, as…
- a third grade class participant
- a system navigator
- a friend and advisor to colleagues
- an ally to parents and students
Second year induction cohorts will meet monthly and will expand maps and
investigations to include cultural capital that students bring, what students and
teachers find together, what they can accomplish together, and what they hope to
do with essential questions/curriculum maps and other instructional tools.
 YEAR THREE
How do we construct a better world?

How can we communicate among peers for more relevant

professional development and construction of professional
learning communities beyond the first years of our teaching?

As a mentor and member,

- as a guide to others,
- as a translator for different perspectives,
- as a potential leader, rebel, inventor, etc.

Third year induction cohorts meetings will meet monthly and will
expand mapping to include peer-mentoring responsibilities and
implementation/leadership of new cohort groups. Whole school and
policy navigational devices will be examined.
 “Educate, Resist, Liberate”

Images: Organización Zapatista “Educación para la Liberación de Nuestros Pueblos”

(Zapatista Organization “Education for the Liberation of our Peoples”), Mexico City, 2007

Images: “ArtWorks-Seymourofus” Project, Near Westside Initiative, Syracuse, 2010