ABSTRACT
The empirical study included data from another school site that permitted me access to multiple school spaces including school hallways, cafeterias, and stairwells as well as the school washroom. This chapter reviews and critiques the visual products from student participants including photographs, maps, or other expressions that articulated some of their gendered experiences in said spaces including their frustrations, desires, and concerns. Drawing on critical geographies, mapping and visual methodologies of school spaces, other research on school mapping, as well as “geographies of power”, I chart the terrain of the school via a trans-ing framework or critical cartography. I analyse the artwork from several students in this school who offered their visual expressions to complicate the dominant narratives around gendered embodiment in school spaces. To support my understanding of cartography and counter-cartographies/counter-mapping as trans-ing practice, I discuss the relevance of spatiality through key literature to understand it not as a container for subjects to move through, but an exercise of power relations that shape and are shaped by gendered subjects.
