As many of us gear up for teaching in the upcoming (or already upon us) academic year, I wanted to share a mapping exercise. This exercise asks students to consider how their lived experiences dialogue with internal and official maps of the city they live in and engage with conceptions and urban practices of segregation, division, and equity.
I learned of this exercise from Sarah Sims, K-12 Programs Manager at the Missouri History Museum. Sims facilitates teacher professional development, guides museum educators, and leads workshops such as “Summer Teacher Institute about Civil Rights” and “Community as Classroom: Place-Based Education for Social Justice.” I met Sims when my “Urban Ethnography in St. Louis” class toured the museum’s #1 in Civil Rights: The African American Freedom Struggle in St. Louis exhibit (which runs through April 15, 2018). We then used this mapping exercise in a subsequent week.
Having students map, I have a found, provides an inquiry-based awareness of maps as constructed representations of place and space. Who constructs maps and what information is used to make “official” maps, such as google maps, atlas maps, or government-used maps? What information do maps include and exclude? How does one’s own experience in place contribute to internalized views of space? In what ways are maps engines of segregation, dispossession, and division? In what ways might maps be used for equitable outcomes for vulnerable and marginalized communities? These are some questions my students considered before, during, and after they constructed their own maps.
Maps by students Eddie Campell and Dylan Bassett
For this exercise, you’ll need:
-1 sheet of paper per student (larger sizes like 11” by 17” are ideal, and 8.5” by 11” will work)
-7 colored pens/pencils/crayons highlighters per student (or have students share). The following, per student, is ideal:
1 black permanent marker
1 brown pencil, crayon, or pen
1 green pencil, crayon, or pen
1 purple pencil, crayon, or pen
1 blue pencil, crayon, or pen
1 red pencil crayon, or pen
1 yellow/orange pencil, crayon, pen, or highlighter
-(if possible, but not necessary as you can narrate directions), access to AV to present the following steps in slides
Sims’s exercise begins with a slide called “Dividing Lines,” which gives an overview of the significance of this exercise. She writes:
In this activity we will consider maps of our communities
-Not as we see them on google maps, or government maps, or other such official maps.
-But how we internalize the spaces of our community in our minds and memories, and how we live and move in those spaces.
-And how these internal/lived maps contribute to how we conceptualize, talk about, and compartmentalize our communities.
Next, she frames the exercise:
-You’ll all make your own map
-Fill in as much as you can
-Be as detailed as you can
-We will add different components to our maps in a certain order, so please follow the steps
-This is not an artistic competition!
The seven steps are as follows – they are framed for St. Louis but applicable to any city. Make sure to give time, about 3 to 5 minutes, for each step.
Step 1: City (Black)
“Draw the shape of St. Louis.”
Note: I showed my students a slide of St. Louis to help them draw the shape of the city.
Step 2: Neighborhoods (Brown)
“Fill in as many of the different neighborhoods in the city (or county) as you can.”
“Don’t worry about their exact shape just get the neighborhoods with their spatial relationships to each other as you remember them.”
Step 3: Movement (Green)
“Draw/label the major routes you take to move throughout the city (or county).”
“This could include ways you get to work, to recreational events, to run errands, how you move around your place of residence.”
Step 4: Landmarks (Purple)
“Draw/label the important landmarks and places.”
“Think about what the Travel Chanel would highlight in St. Louis, or what a tourist would want to see.”
Step 5: Favorite Places (Blue)
“Draw/label the places that are important to you: places you go to all the time, and/or places you would recommend an out-of-towner should visit.”
Step 6: Explicit Dividing Lines (Red)
“Draw/label major dividing lines within the city and county that serve to separate areas/groups of people/places/etc. Think about the dividing lines that you hear about on the news, read about online or in books, and/or have experienced.”
Step 7: Implicit Dividing Lines (Yellow/Orange)
“Look at your map and lightly shade in the areas that are mostly blank.”
After completing this mapping exercise, I asked my students to lie out all maps in a line, and observe them together.
Maps by students Bemnet Tesfaye and Sarah Small
Then we engaged the following questions, borrowed from Sims’s exercise:
- What stands out to you as you view our maps together?
- What things are similar about all of our maps?
- Are there intersections between how we remember the map of our city/community and how we interact with our city/community?
- What explicit or implicit biases are visible in our maps?
- What are the implications of our internal/lived maps on our role as students and urban ethnographers at Washington University?