Planetary Justice Map

The Planetary Justice Map

Global South Solidarities Anarchive · open source · evidence-first

This is a living, citation-grounded map of radical solidarities across borders: revolutionary figures and movements of the Global Souths, the trajectories their lives cut across the world — birth, exile, organising, return — and the documented ties between them. It is a research instrument and a teaching instrument, built to be read closely.

How to read it

Nodes are figures (filled points) and movements (rings), coloured by thread.
Dashed arcs trace a node's real trajectory through the world; gradient arcs are documented solidarity ties between nodes.
Click any node — on the map or in the constellation index — for its dossier: a factual annotation, an explicitly-labelled interpretive reading, every place with its coordinates and precision class, and named sources with stable evidence codes.
Scrub or play the timeline to watch the network assemble across a century.
Open the STORY MAPS — three interactive storytelling maps, one for each of the project's research questions, argued over the real geography with verbatim primary voices.
Concepts are nodes too (diamond glyphs): theory with a coinage site, a date and a genealogy — superexploitation, two colonialisms, jineolojî, Kawsak Sacha, the Third World, clandestinity — tied to the figures and movements that made them.
Lenses re-render the same data as argument: source geography colours each node by where its record is held (watch the archive's centre of gravity), and care infrastructure foregrounds the schools, clinics, presses and apartments — a map of infrastructure, not heroes.
PATHWAYS are guided teaching routes with UG/GRAD prompts; TEACH holds the course kit, syllabus shapes and the node-proposal assignment.

Standards

No node without named institutional or scholarly sources. Factual annotation and interpretive reading are kept apart and labelled. Area-level coordinates are flagged APPROX and must not be read as precise. Ties appear only where documented — or where the project's research design itself pairs nodes, in which case the tie says so. Primary materials — photographs, speeches, writings, records — are linked at their holding archives, never re-hosted; rights remain with their holders. The dataset is a versioned file; every change is auditable.

Project

Teach with the map

course-ready · open access · citable

The map is built for classrooms: every claim is sourced, every pin carries a precision class, factual annotation is kept apart from labelled interpretation, and every node, story map and scene has a stable link that fits on a syllabus.

A first session (15–20 min)

Press play on the timeline and watch the century assemble. Open one node dossier and read its annotation against its reading — ask what changed between the two. Then walk one story map together, stopping at the primary voices.

Discussion prompts

Claudia Jones theorised “superexploitation” in 1949 — four decades before intersectionality entered the lexicon. What is gained, and what is lost, when a movement concept becomes a classroom vocabulary?
RAWA's politics survived by going clandestine — schools, a magazine, hidden cameras. Where does politics happen when public politics is forbidden, and who does that work?
The PAIGC wrote women into liberated-zone governance by quota; Guinea-Bissau's National Women's Day commemorates a fallen woman commander. Is this feminism inside revolution, or revolution inside feminism (Urdang's “two colonialisms”)?
What does the word mother do politically in Lorena Borjas's story — and what does it hide about the labour of community defence?
Nenquimo and Gualinga are two generations from neighbouring nations. How does their pairing change the picture of “leadership” that climate politics usually rewards?
The TWLF was a coalition of coalitions. What made that form durable enough to win an institution — and what tensions does the map's tie-drawing rule (documented ties only) make visible by leaving lines out?

Assignment frameworks

Deepen a node. Choose one figure or movement; verify one “pending verification” citation to its precise URL; draft a 150-word annotation upgrade with sources, following the METHOD panel's standards. (Research methods · archives)
Argue a new node. Propose one figure or movement the map should add. The proposal must satisfy the roster-integrity rule: named institutional/scholarly sources, places with honest precision classes, an annotation kept apart from a reading. (Historiography · WGSS theory)
Test a story map. Take one story map's closing reading and test its model against a node it was not written about — where does the model hold, where does it break? (Comparative analysis · theory-building)

Pathways — guided routes with prompts

Four authored pathways walk the map stop by stop, each stop a live view plus a framing paragraph and a prompt — with an UG / GRAD register toggle: same stops, different questions. Orientation (how to read a claim) · Conceptual (superexploitation before intersectionality) · Comparative (motherhood as political grammar) · Adversarial (read the map against itself). Progress saves in your browser; every pathway has a syllabus-safe URL.

Syllabus shapes

Three ready-to-adapt course skeletons, print-friendly: 3-week unit · 8-week half-semester · 15-week standalone.

Propose a node (assignment)

The node-proposal schema and its rubric live in METHOD — grading criteria and the map's epistemic standards are deliberately the same document.

Citing

Use CITE for Chicago/BibTeX records of the map; each story map has its own CITE button. Node anchors (#claudia-jones) and scene anchors cite specific views, and COPY VIEW captures filters, timeline year and lenses as one URL. The dataset is a versioned file — quote it by version (see METHOD).

CONSTELLATION

Threads — click to filter