Sign in to use this feature.

Years

Between: -

Subjects

remove_circle_outline
remove_circle_outline

Journals

Article Types

Countries / Regions

Search Results (1)

Search Parameters:
Keywords = Geochicas OSM

Order results
Result details
Results per page
Select all
Export citation of selected articles as:
19 pages, 3176 KB  
Article
Collaborative Feminist Cartography in Geographical Education: Mapping Gender Representation in Street Naming (Las Calles de las Mujeres)
by María Sebastián López, Ondrej Kratochvíl, José Antonio Mérida Donoso, Juan Mar-Beguería and Rafael De Miguel González
ISPRS Int. J. Geo-Inf. 2025, 14(11), 440; https://doi.org/10.3390/ijgi14110440 - 7 Nov 2025
Abstract
Collaborative 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 [...] Read more.
Collaborative 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. Full article
Show Figures

Figure 1

Back to TopTop