Visualizing mapping as pedagogy for literacy futures

Amélie Lemieux, Anna Smith, Cheryl McLean, Jennifer Rowsell


In this article, the authors explore mapping as a pedagogical approach. Drawn from two literacy classrooms, the authors report on five empirical examples of mapping, elucidating the ways in which mapping activities were sites of dynamic meaning-making through processes of deterritorialization and reterritorialization (Deleuze & Guattari, 1987). In both cases of mapping pedagogy, participants used mapping to interrogate texts, reflect on experiences, express identity, and locate emotions as language learners and readers. Employing visual analysis to ‘think with theory,’ the authors provide a coordinate plane to map the pedagogical dimensions of mapping across the five empirical examples. The authors illustrate the ways students gravitated across a continuum of literal to metaphorical visual depictions of their learning and life experiences. This inquiry offers new ways of theorizing thematic mapping of learning and experience for classroom practice.


Education; Visual Methods; Pedagogy; Maps; Literacy

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JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

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