Space, Place and Educational Settings

Description

This open access book explores the nexus between knowledge and space with a particular emphasis on the role of educational settings that are, both, shaping and being reshaped by socio-economic and political processes. It gives insight into the complex interplay of educational inequalities and practices of educational governance in the neighborhood and at larger geographical scales. The book adopts quantitative and qualitative methodologies and explores a wide range of theoretical perspectives by drawing upon empirical cases and examples from France, Germany, Italy, the UK and North America, and presents and reflects ongoing research of international scholars from various disciplinary backgrounds such as education, human geography, public policy, sociology, and urban and regional planning. As such, it provides an interesting read for scholars, students and professionals in the broader field of social, cultural and educational studies, as well as policy makers and practitioners in the fields of education, pedagogy, social work, and urban and regional planning. Acknowledgments Contents Contributors Chapter 1: Space, Place and Educational Settings: An Introduction References Chapter 2: Knowledge Society, Educational Attainment, and the Unequal City: A Sociospatial Perspective Urban Development in Knowledge Society and the Role of Institutions of Higher Education The Dark Side of Prosperity: Urban Inequalities in the Knowledge City Linking Urban Inequalities to Education The Example: Heidelberg Conclusions/Extrapolations References Chapter 3: Educational Inequality and Urban Development: Education as a Field for Urban Planning, Architecture and Urban Design Education in Sustainable Urban Development Context and Background of Education as Field of Policy and Action in Urban Development and Urban Planning Urban Development and Urban Planning Education-Related Urban Development Education as a Field of Action in Social Urban Development of Deprived Neighborhoods Educational Landscapes Characteristics of Sociospatial Educational Landscapes Implementation of Educational Landscapes: Examples Morgenland Neighborhood Education Center in Bremen-Gröpelingen Campus Rütli Berlin Motives for Creating a Social Environmental Setting to Improve Opportunities for Learning Centralization and Concentration Networking and Interdependency Access and Transition Opening and Closing Proximity and Connectedness Heterogeneity and Individuality Presentation and Representation Critical Discussion and Outlook: Interdisciplinary Perspectives on Education and the Pedagogization of Space References Chapter 4: Bringing the Full Picture into Focus: A Consideration of the Internal and External Validity of Charter School Effects Charter Schools in the U.S. Theoretical Framework Evidence About Effectiveness Single Locale Lottery Based Studies Multi-Locale Lottery Studies Single Locale Fixed Effects Studies Multi-Locale Fixed Effects Studies Multi-Locale Propensity Score Matching Studies Overall Assessment Conclusion References Chapter 5: Neighborhood Effects, the Life Course, and Educational Outcomes: Four Theoretical Models of Effect Heterogeneity Neighborhood Effects and the Life Course Four Theoretical Models of Neighborhood Effect Heterogeneity by Family Socioeconomic Background Cumulative Advantage Cumulative Disadvantage Advantage Leveling Compensatory Advantage Summary of Four Models of Effect Heterogeneity Current Evidence on Neighborhood Effect Heterogeneity Future Directions References Chapter 6: Space, Marginality, and Youth in Urban Spaces: Pedagogical Practices in the Quartieri Spagnoli Theoretical Underpinnings: Liminal Spaces, Youth, and Moral Inequality The Scuola Diffusa: Site, Scene, and Seeing Identity, Schooling, and Liminality Violence, Stigma, and Marginality in Children’s Lives Pedagogical Landscapes in the Quartieri Spagnoli: Teachers’ Perceived Roles Conclusions: Re-imagining Liminal Spaces, Pedagogies, and Subaltern Children References Chapter 7: Fragmented Geographies of Education: Institutions, Policies, and the Neighborhood Geographies of Education in Germany Education System Educational Inequalities Educational and Social Policies That Operate Separately Towards Integrated Approaches—Social Policies That Take the Education System into Account Empirical Explorations and Observations in Freiburg Educational Institutions and Educational Participation in Freiburg Voices from Students in the Transition System: Intersection of Problems at School and Out of School Implementing the “Lernen Erleben in Freiburg” (LEIF) Project Limitations of the “Lernen vor Ort” Program and Its Implementation in Freiburg Conclusions References Chapter 8: When School Comes to Community: Considering the Socioethnic Environment in Educational Reform for Gypsy Populations in a French City Understanding the Role of Socioenvironmental Settings: A Territorial Approach For a Territorial Approach Exploring Relations Between Education and Territory School, Family Spaces, and Territorialities Education and Territorial Ethnicity Non-Traveler Gypsy Communities and the Educational Issue: A Matter of Territory? Contemporary Educational Issues for Non-Traveler Gypsy Groups in Deprived Urban Settlements Perpignan: A Major European Concentration of Gypsy/Roma Populations The “Gypsy Territory,” Space of Educational Withdrawal? The Case of Saint-Jacques An Unconscious View of School, the Child King, and Place Effects Saint-Jacques, Space of Educational Withdrawal Dialectic Relations Between the Enclosed Community Space and the Transactional Space of School Ethnic and Territorial Setting: A Tool for Educational Achievement? A Subversive Experiment: Saint-Jacques as an “Educator Quarter” After 10 Years: Contrasted and Contested Results A Problematic “Gypsy Professionality” Disrupts the Analysis of Gypsy Educational Expectations Conclusion References Chapter 9: Bringing the Local Back In: How Schools Work Differently in Different Neighborhood Contexts A Theoretical Approach: Organizations as Fields Methods How Neighborhoods Shape Organizations-as-Fields Neighborhoods as Social Units: Power Positions and Institutional Pressures Powerful parents, powerful teachers? Roseville: Institutional pressures in a field of powerful parents Cross-Square: Institutional Pressures in a Field of Powerful Teachers Social inequality, institutional pressures, and the question of the meritocratic myth Cross-Square: Institutional conflicts within the field Roseville: Avoiding conflicts within the field A Neighborhood’s Symbolic Meaning as Institutional Pressure Cross-Square: A neighborhood’s meaning as symbolic violence Roseville: A neighborhood’s meaning as symbolic valorization Neighborhoods as Administrative Units: Projects and Institutional Embeddedness Cross-Square: Additional workload, institutional pressures, and types of cooperation Roseville: Different workload, different institutional pressures, and the role of parents The Role of Local Settings for Educational Inequality References Chapter 10: Setting Aside Settings: On the Contradictory Dynamics of “Flat Earth,” “Ordinalization,” and “Cold Spot” Education Governing Projects Place Matters Seeing like a State, Spatiality, and Regimes of Sight Ideologies, Devices, and Politics Lumpy Spaces: Spatial and Educational Inequalities in England Multi-Scalar Governing and the Recalibration of Difference Seeing England’s Education System: The OECD Seeing England’s Schools: The National State Sightlines of Social Justice Final Conclusions References The Klaus Tschira Foundation Index