Critical Geographies of Education: Space, Place, and Curriculum Inquiry

Description

Critical Geographies of Education: Space, Place, and Curriculum Inquiry is an attempt to take space seriously in thinking about school, schooling, and the place of education in larger society. In recent years spatial terms have emerged and proliferated in academic circles, finding application in several disciplines extending beyond formal geography. Critical Geography, a reconceptualization of the field of geography rather than a new discipline itself, has been theoretically considered and practically applied in many other disciplines, mostly represented by what is collectively called social theory (i.e., anthropology, sociology, cultural studies, political science, and literature). The goal of this volume is to explore how the application of the ideas and practices of Critical Geography to educational theory in general and curriculum theorizing in specific might point to new trajectories for analysis and inquiry. This volume provides a grounding introduction to the field of Critical Geography, making connections to the significant implications it has for education, and by providing illustrations of its application to specific educational situations (i.e., schools, classrooms, and communities). Presented as an intellectual geography that traces how spatial analysis can be useful in curriculum theorizing, social foundations of education, and educational research, the book surveys a range of issues including social justice and racial equity in schools, educational reform, internationalization of the curriculum, and how schools are placed within the larger social fabric. Cover Half Title Title Page Copyright Page Dedication Table of Contents List of Maps Preface: An Intellectual Geography Chapter 1: Critical Geography and Education: An Introduction Critical Geography: A Theoretical Framework Geography as Curriculum Curriculum as Spatial Text Global–Local Curriculum Concluding Thoughts and the Journey Ahead Notes Chapter 2: Space, Place, and Power Place-Making at the WELL Crossing the Street Coming into Place Stories from the WELL A Researcher’s Story Stories of Change Stories of Race and Class: Borders and Border Crossings Stories of Safety Stories of Opposition Conclusions/Connections Notes Chapter 3: Spaces of Possibility Community and Confrontation Ways of Belonging Conclusions/Connections Note Chapter 4: Geographies of School Reform School Reform in Indianapolis Hidden Maps of the City Remapping the Next City Inequity Remapped Notes Chapter 5: The Global City: Taking Space Seriously Geography, Curriculum, and Globalization Internationalization of the Curriculum Reconciling Civic Spaces Conclusions/Connections Note Chapter 6: The City as Curriculum: The Baltimore Uprising and Spaces of Exception A Bit of Context Sandtown-Winchester Notes Chapter 7: Conclusions/Connections Spaces that Silence/Spaces that Speak Spaces that Leak Spaces of Possibility Spaces of Resistance/Spaces of Resilience Social Reproduction Economies of Identity Chapter 8: Notes on Method Postcritical Ethnography References Index