Abstract

This article takes an arts-based approach to unmasking the (wounded) naming histories of public schools within a 20-miles radius of a university in central Florida. It applies an artistic methodology that was inspired by the abstract artwork of Mark Bradford. Through the application of this methodology (e.g. research, layer, excavate), the authors created two maps—counter-cartographies—to accentuate the problematic undertow of schooling through names couched in coloniality. Notwithstanding our findings into material articulations (i.e. counter-cartographies), this research suggests that (teacher) educators could benefit from reimagining the potentiality of mapping practices and how cartographies can be used to (spatially) express masked history/ies within the context of place-based naming practices.

摘要

本文采用基于艺术的方法来揭露佛罗里达州中部一所大学 20 英里半径范围内公立学校的（受伤）命名历史。它应用了一种受 Mark Bradford 抽象艺术作品启发的艺术方法。通过应用这种方法（例如研究、分层、挖掘），作者创建了两张地图——反制图——通过殖民时期的名字来强调学校教育的问题。尽管我们发现了物质表达（即反制图），但这项研究表明（教师）教育者可以从重新想象制图实践的潜力以及如何使用制图来（空间上）表达地方背景下的蒙面历史中受益基于命名的实践。