000165241 001__ 165241
000165241 005__ 20251219174252.0
000165241 0247_ $$2doi$$a10.3390/ijgi14110440
000165241 0248_ $$2sideral$$a146987
000165241 037__ $$aART-2025-146987
000165241 041__ $$aeng
000165241 100__ $$0(orcid)0000-0002-7646-0826$$aSebastián López, María$$uUniversidad de Zaragoza
000165241 245__ $$aCollaborative Feminist Cartography in Geographical Education: Mapping Gender Representation in Street Naming (Las Calles de las Mujeres)
000165241 260__ $$c2025
000165241 5060_ $$aAccess copy available to the general public$$fUnrestricted
000165241 5203_ $$aCollaborative mapping has emerged in recent decades as a key practice for producing open geospatial knowledge and fostering critical citizenship. However, several studies have shown that these platforms may reproduce existing gender inequalities, both in terms of participation and representation. This article examines the potential of collaborative feminist cartography as a strategy for making inequalities visible and promoting gender equality in public space. Methodologically, the study focuses on the project Las Calles de las Mujeres, developed by Geochicas OSM, combining quantitative analysis of street naming in urban development with qualitative implementation in educational contexts. A global overview of 32 cities in 11 countries is provided, with a detailed case study of 11 Spanish cities. Results confirm the persistence of a significant gender gap in urban toponymy: streets named after men not only outnumber those dedicated to women but are also on average longer, more central, and symbolically more prominent. Educational experiences in Spain provide learning outcomes and demonstrate that collaborative mapping strengthens spatial thinking, digital competence, and critical awareness, linking geography education to the Sustainable Development Goals (SDG 5 and SDG 11). The article concludes that feminist mapping initiatives are simultaneously pedagogical, social, and political tools, capable of fostering more inclusive and sustainable cities.
000165241 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S50-23R$$9info:eu-repo/grantAgreement/ES/MCIU/PID2024-155735OB-I00$$9UZ PI-PRD/2018–001 info:eu-repo/grantAgreement/ES/UZ/PI-PRD/2023–001
000165241 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttps://creativecommons.org/licenses/by/4.0/deed.es
000165241 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000165241 700__ $$0(orcid)0000-0001-8282-2291$$aKratochvíl, Ondrej$$uUniversidad de Zaragoza
000165241 700__ $$0(orcid)0000-0001-7385-6772$$aMérida Donoso, José Antonio$$uUniversidad de Zaragoza
000165241 700__ $$0(orcid)0009-0008-6140-2261$$aMar-Beguería, Juan$$uUniversidad de Zaragoza
000165241 700__ $$0(orcid)0000-0002-9347-5296$$aDe Miguel González, Rafael$$uUniversidad de Zaragoza
000165241 7102_ $$14013$$2210$$aUniversidad de Zaragoza$$bDpto. Didácticas Específicas$$cÁrea Didáctica Ciencias Socia.
000165241 773__ $$g14, 11 (2025), 440 [19 pp.]$$pISPRS int. j. geo-inf.$$tISPRS International Journal of Geo-Information$$x2220-9964
000165241 8564_ $$s3252617$$uhttps://zaguan.unizar.es/record/165241/files/texto_completo.pdf$$yVersión publicada
000165241 8564_ $$s2595367$$uhttps://zaguan.unizar.es/record/165241/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000165241 909CO $$ooai:zaguan.unizar.es:165241$$particulos$$pdriver
000165241 951__ $$a2025-12-19-14:43:38
000165241 980__ $$aARTICLE