ABSTRACT
The purpose of Chapter 2 is to consider how critical geography was central to thinking about the cartographies of schooling and the narratives that sit in those spaces and places. In this book, sonic and visual maps were significant to both data collection and unpacking participant perspectives. This chapter begins by listening and learning from maps provided by students and faculty alike, which focused on a place in the building that participants across identities called “Little Africa.” Describing the enacted curriculum that occurred in Little Africa at the beginning of the day, this chapter documents how interactions between staff and students of color in Little Africa were not only tied to the daily experiences that contribute to the school-to-prison pipeline but also, and just as importantly, to the enacted curriculum of the school.
