Ares / Buendía / Helfenbein Deterritorializing/Reterritorializing

Critical Geography of Educational Reform
1. Auflage 2017
ISBN: 978-94-6300-977-5
Verlag: Sense Publishers
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 261 Seiten, eBook

Reihe: Breakthroughs in the Sociology of Education

This volume features scholars who use a critical geography framework to analyze how constructions of social space shape education reform. In particular, they situate their work in present-day neoliberal policies that are pushing responsibility for economic and social welfare, as well as education policy and practice, out of federal and into more local entities. States, cities, and school boards are being given more responsibility and power in determining curriculum content and standards, accompanied by increasing privatization of public education through the rise of charter schools and for-profit organizations’ incursion into managing schools. Given these pressures, critical geography’s unique approach to spatial constructions of schools is crucially important. Reterritorialization and deterritorialization, or the varying flows of people and capital across space and time, are highlighted to understand spatial forces operating on such things as schools, communities, people, and culture. Authors from multiple fields of study contribute to this book’s examination of how social, political, and historical dimensions of spatial forces, especially racial/ethnic and other markers of difference, shape are shaped by processes and outcomes of school reform.

Zielgruppe

Research

Autoren/Hrsg.

Ares, Nancy

Buendía, Edward

Helfenbein, Robert

Inhaltsverzeichnis

Acknowledgments; Section One: Setting the Stage; About These Times; Critical Geography of Education: Theoretical Framework; Tuck and Guess’ Foundational Question: Whose Places Are We Talking About?; Collaborating on Selfsame Land; Section Two: Claims to Space; Reterritorializing as Community Activism in an Urban Community-School Transformation Initiative; They Called Us the Revolutionaries: Immigrant Youth Activism as a Deleuzian Event; Seeking Lefebvre’s Vécu in a “Deaf Space” Classroom; Story Maps as Convincing Representations of Claims to Space; Section Three: Spatial Politics; Same as It Ever Was: U.S. Schools as Jim Crow Spaces; Welcome to Zombie City: A Study of a Full Service Community School and School Choice; The Scales of Power in School District Secession; Developing a Critical Space Perspective in the Examination of the Racialization of Disabilities; Genderplay and Queer Mapping: Heterotopia as Sites of Possible Gender Reform as Spatial Reconstruction; Latino Neighborhood Choice: Suburban Relocation; Afterword; Telling Our Own Stories: A Provocation for Place-Conscious Scholars; Index.