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Geographies  \nSocio-Political Children’s  \nArticle 9  \nNovember 2022  \nLearning Within Socio-Political Landscapes: (Re)imagining Children’s Geographies  \nKathryn Lanouette William & Mary  \nKatie Headrick Taylor University of Washington  \nFollow this and additional works at: [https://educate.bankstreet.edu/occasional-paper-series](https://educate.bankstreet.edu/occasional-paper-series)  \n Part of the Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons,  \nEducational Assessment, Evaluation, and Research Commons, and the Educational Methods Commons  \nRecommended Citation  \nLanouette, K., & Taylor, K. H. (2022) . Learning within socio-political landscapes: (Re)imagining children’s geographies [Special issue] . Occasional Paper Series,(48) . DOI: [https://doi.org/10.58295/](https://doi.org/10.58295/)[ ](https://doi.org/10.58295/)2375-3668.1476  \nThis Full Issue is brought to you for free and open access by Educate. It has been accepted for inclusion in Occasional Paper Series by an authorized editor of Educate. For more information, please contact [kfreda@bankstreet.edu](kfreda@bankstreet.edu).  \n| Occasional Paper Series | 11. 2022 |\n| --- | --- |\n|  | 48 |\n\nLearning Within Socio-Political Landscapes: (Re)imagining Children’s Geographies  \nIntroduction Kathryn Lanouette Katie Headrick Taylor  \nContributors  \nAlejandra Frausto Aceves Daniel Morales-Doyle Anna Lees  \nMegan Bang Margaret Nell Becker  \nNatalie R. Davis Roni Barsoum Emily Reigh Meg Escudé Michael Bakal Edward Rivero  \nXinyu Wei Collette Roberto Damaris Hernández Amber Yada  \nKris Gutiérrez Michelle Hoda Wilkerson  \nJennifer Kahn Daryl Axelrod Matthew R. Deroo Svetlana Radojcic Abigail Kerlin EllenMcCrum  \nTable of Contents  \nINTRODUCTION  \nLearning Within Socio-Political Landscapes: (Re)imagining Children’s Geographies Kathryn Lanouette and Katie Headrick Taylor  \nCONTRIBUTIONS  \nMore than Civil Engineering and Civic Reasoning: World-Building in Middle School STEMAlejandra Frausto Aceves and Daniel Morales-Doyle  \nWe’re Not Migrating Yet: Engaging Children’s Geographies and Learning with Lands and Waters  \nAnna Lees and Megan Bang  \nHow Urban Forest School Gave Us the Connections We Needed During the Pandemic Margaret Nell Becker  \nChildren as Design Visionaries, Learners, and Socio-Political Wayfinders: Mapping the Layers, Hierarchies, and Rhythms of a School Community Natalie R. Davis and Roni Barsoum  \nMapping Racespace: Data Stories as a Tool for Environmental and Spatial Justice Emily Reigh, Meg Escudé, Michael Bakal, Edward Rivero, Xinyu Wei, Collette Roberto, Damaris Hernández, Amber Yada, Kris Gutiérrez, and Michelle Hoda Wilkerson  \nStories From Islita Libre: Digital Spatial Storytelling as an Expression of Transnational and Immigrant Identities  \nJennifer Kahn, Daryl Axelrod, Matthew R. Deroo, and Svetlana Radojcic  \nLearning to See More Clearly: Extending Lucy Sprague Mitchell’s Vision for Geography Teaching  \nAbigail Kerlin and Ellen McCrum  \n3  \n13  \n33  \n48  \n62  \n79  \n96  \n113  \nIntroduction  \nLearning Within Socio-Political Landscapes:(Re)imagining Children’s Geographies  \nKathryn Lanouette and Katie Headrick Taylor  \nOver a century ago, Lucy Sprague Mitchell, one of Bank Street College’s founders, put into practice a vision of teaching and learning enmeshed in the physical, social, and political city spaces of young peoples’ daily lives. Central to her work was reimagining geography, grounding the discipline in the here and now of children’s neighborhoods, connecting with community members and city spaces as a means to explore complex relationships within the wider world. Mitchell considered working across different modes of engagement as an integral practice for children to learn about their worlds and their roles within it: physical movement, like walking and subway riding, and the construction of maps with varying scales, materials, and ","cbCaipP6gb3HZoe1","https://ap.wps.com/l/cbCaipP6gb3HZoe1","pdf",19136187,126,"English","# Introduction\n## Learning Within Socio-Political Landscapes: (Re)imagining Children’s Geographies\n# Contributions\n## More than Civil Engineering and Civic Reasoning: World-Building in Middle School\n## We’re Not Migrating Yet: Engaging Children’s Geographies and Learning with Lands and Waters\n## How Urban Forest School Gave Us the Connections We Needed During the Pandemic\n## Children as Design Visionaries, Learners, and Socio-Political Wayfinders: Mapping the Layers, Hierarchies, and Rhythms of a School Community\n## Mapping Racespace: Data Stories as a Tool for Environmental and Spatial Justice\n## Stories From Islita Libre: Digital Spatial Storytelling as an Expression of Transnational and Immigrant Identities\n## Learning to See More Clearly: Extending Lucy Sprague Mitchell’s Vision for Geography Teaching","[{\"question\":\"What is the central focus of this special issue?\",\"answer\":\"It focuses on teaching and learning geography within the immediacy of children’s here-and-now experiences in sociopolitical landscapes.\"},{\"question\":\"How does the issue connect learning geography to children’s daily lives?\",\"answer\":\"It draws on Mitchell’s approach of engaging children with physical movement, community spaces, and mapping practices using different scales, materials, and symbols.\"},{\"question\":\"What new directions does the issue aim to extend from Mitchell’s original work?\",\"answer\":\"It centers past and future alongside present-day immediacies and elevates BIPOC perspectives while exploring both analog and emerging digital mapping possibilities.\"}]","Learning Within Socio-Political Landscapes - (Re)imagining Children’s Geographies | PDF",1792044592,318]