Space is not separable from the learning and teaching that take place in and through teacher education programs.
In this paper, the authors attempt to illustrate how the use of a spatial lens in preservice teachers field placement can provide them with opportunities to raise questions and understand more about the relationships between self, the discursive construction of others, and taken-for-granted notions of learning and teaching.
In helping preservice teachers’ critical reflections upon their spatial experience at their field sites, they specifically focus on “mapping” space as their approach to developing a critical embodied pedagogy.
In particular, they highlight one White female preservice teacher’s spatial experience in a homeless shelter. They discuss the implications of developing pedagogical tools from the spatial perspective for early childhood teacher education programs.