Mapping in the Context of Primary Social and Science Education: Children, Participation and Spatial Power Relations

This paper focuses on how children perceive (public) space and the power dynamics within them. The concept of “Education for Spatial Citizenship” (Schulze et al., 2020) is used as a theoretical and methodological framework for promoting life-world-oriented and reflexive learning concerning children’s participation and their roles in public space. The article proposes a mapping-based participatory learning environment, in which children’s desires and visions intersect or conflict with their real-life spatial experiences. The empirical study presented in this article took place in Essen, Germany, and was conducted with a total of 40 primary school children, divided into seven groups. Although the study is rooted in geography education and primary social and science education, the findings of this research are also relevant for civic education and social science education. They offer a broader perspective on student-teacher relationships and interactions in educational settings.