Developing and exploring critical thinking with maps: towards a critical cartosemiotic pedagogy

The paper presents initial findings from practice-based action research developing and exploring a critical cartosemiotic pedagogy. The research builds on Lackovic’s (2020) Inquiry Graphics, hybrid signs that place graphic data at the centre of learning exploration and inquiry, linking a multimodality approach and a theory of edusemiotics (educational semiotics). The study addresses a gap in edusemiotics and higher education scholarship regarding applying maps in imaginative ways among spatial design students. Maps are used to support their creative and critical exploration and understanding of space and place in relation to identity and sustainability. The study contributes to knowledge in the edusemiotics theory and higher education studies, focusing on developing innovative pedagogies. The paper will be presented as an emerging Atlas, a multimodal document that will bring together affective maps crafted by student cartographers, their reflections and an evolving cartosemiotic framework to decode the maps.

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