Spatial citizenship describes the ability of individuals and groups to interact and participate in societal spatial decision making through the reflexive production and use of geo-media (geographic media such as maps, virtual globes, GIS, and the Geoweb). Spatial citizens are lay users who are able to use geo-media to question existing perspectives on action in space (e.g. social rules, spatial planning) and to produce, communicate, and negotiate alternative spatial visions.
Spatial citizenship is an educational approach at the intersection of citizenship education and geography education. Its main theoretical reference points are emancipatory forms of citizenship and the "reflexive appropriation of space".
Reference points in citizenship education.
Spatial citizenship can be distinguished from traditional citizenship education approaches in many respects: 
Reference points in social geography: appropriation of space.
Spatial citizenship has become a conceptual reference point in theories of action-oriented social geography and new cultural geography. These approaches contend that human beings constantly appropriate spaces, as they attach meanings to geographically located physical matter in order to prepare it for their own actions.
In these theories, spaces are regarded as being socially constructed. To a large extent, the attachment of meaning works unconsciously, following socially accepted, mainstream categories and discourses. Meanings given to physical objects determine the actions deemed possible. For instance, a field of asphalt in a city centre might have multiple meanings: it may be interpreted as a parking area as well as a place for ball games, with both meanings competing for dominance. As soon as one meaning becomes superior, which is a result of social power relations, the other meaning may decline, become invisible, and eventually is not used anymore. The superiority of a specific meaning over another one might be supported by artifacts representing meanings attached, such as signs on buildings, structural modifications of the physical environment, or symbols and explanations of the socio-cultural significance of places and objects in spatial representations visualized via geo-media.
A mature appropriation of space therefore includes the conscious attachment of meaning as well as awareness of meanings being attached to places by others. It includes a sensibility to the multitude of meanings transported and hidden by a mainstream discourse. Keys to the mature appropriation of space are therefore the deconstruction of socially produced meanings, as well as the ability to communicate one's own, potentially contradictory meanings and negotiate them with others. This process is often mediated through the formation of a collective spatialized identity. Given that space – its uses and symbolic significance – is often the site of social and political struggle, it becomes the container for action while at the same time shaping the group development of a "us". In particular, when groups re-imagine public space for political usages, this expression of spatial citizenship is the outcome of a spatially informed collective identity.
Spatial citizenship in the geoinformation society.
Geographic media (geo-media) are especially important for attaching meaning to places as they clearly connect location, information and visualization. In addition to this, geo-media represents mainly single meanings out of the many that are possible. Nowadays, geo-media have become more and more present in everyday life due to mobile computing in combination with Geoweb applications. For instance, maps on smart phones guide people in their everyday actions, but at the same time limit their opportunities for action by limiting the variety of potential meanings.
Scholars of spatial citizenship understand geo-media as instruments of reflection and communication.
Education.
The goal of education for spatial citizenship is to enable learners to achieve a reflexive appropriation of space as the basis for mature action in space by reflective geo-media use and active, reflective geo-media production. Using a broad variety of learning environments orientated toward the learners' needs, the educational approach of spatial citizenship is applicable at different levels from primary to tertiary education. Apart from technological proficiency, spatial citizenship education aims at two additional main competencies:
Scientific response.
The European Commission-funded project SPACIT furthers education for spatial citizenship by developing teacher training standards, curricula, and learning modules for teacher education. Another EU-funded project, digital-earth.eu, linked with the SPACIT project by connecting stakeholders using or interested in using geo-media in education. It supported spatial citizenship through the creation of educational standards, the collection of best-practice examples, and the provision of learning environments applicable to teachers in everyday classroom situations. Digital-earth.eu also promoted these concepts related to spatial citizenship in political circles concerned with the development of the Europe2020 goals.
References.
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