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Resuscitating (and Refusing) Cartesian Representations of Daily Life: When Mobile and Grid Epistemologies of the City Meet

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Title: Resuscitating (and Refusing) Cartesian Representations of Daily Life: When Mobile and Grid Epistemologies of the City Meet
Language: English
Authors: Taylor, Katie Headrick (ORCID 0000-0002-4535-6671)
Source: Cognition and Instruction. 2020 38(3):407-426.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 20
Publication Date: 2020
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: DRL0816406
1645102
Document Type: Journal Articles
Reports - Research
Descriptors: Epistemology, Urban Planning, Teaching Methods, Learning Processes, Power Structure, Ethnography, Participative Decision Making, Meetings, Community Planning, Political Attitudes, Literacy, Geographic Information Systems, Race, Neighborhoods, African Americans, Maps
Geographic Terms: New York (New York)
DOI: 10.1080/07370008.2020.1766463
ISSN: 0737-0008
Abstract: In community planning, the consequence of a failed or productive teaching and learning interaction could mean the preservation or destruction of someone's house, a neighborhood school, a park, all of it. This article elucidates consistencies in how people collaborate across spatial epistemologies and power imbalances for making recommendations and decisions about communities. Holding two epistemic stances in tension--mobile and grid epistemologies--the article follows the arc of a design-based research study, beginning with ethnographic observations of participatory planning meetings, the findings from which informed the design of experimental teaching cases with youth. I focus on two vibrant and consequential instances of people walking others through a storyline of their home communities that moves in and out of epistemic commensurability. Building upon findings from interaction and multi-modal analyses, I argue that consequential learning occurred when people enacted relational attunement in which new spatial imaginaries of a community came into view and were informed by both mobile and grid epistemologies. This article serves as one instance of finding, analyzing, and designing for moments where the roles of "teaching" and "learning" are under negotiation or unknown, and how people engage with one another in politically charged and tenuous interactions.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1262781
Database: ERIC
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: In community planning, the consequence of a failed or productive teaching and learning interaction could mean the preservation or destruction of someone's house, a neighborhood school, a park, all of it. This article elucidates consistencies in how people collaborate across spatial epistemologies and power imbalances for making recommendations and decisions about communities. Holding two epistemic stances in tension--mobile and grid epistemologies--the article follows the arc of a design-based research study, beginning with ethnographic observations of participatory planning meetings, the findings from which informed the design of experimental teaching cases with youth. I focus on two vibrant and consequential instances of people walking others through a storyline of their home communities that moves in and out of epistemic commensurability. Building upon findings from interaction and multi-modal analyses, I argue that consequential learning occurred when people enacted relational attunement in which new spatial imaginaries of a community came into view and were informed by both mobile and grid epistemologies. This article serves as one instance of finding, analyzing, and designing for moments where the roles of "teaching" and "learning" are under negotiation or unknown, and how people engage with one another in politically charged and tenuous interactions.
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