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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.
The term ‘space’ is inherently geographical. Educational provision and activity takes place within spaces ranging from a room at home or in a school to a campus to an administrative area which could be a state within a country, a whole country or a group of countries. Such spaces are known as geographical surfaces. Within these spaces the process of learning and teaching takes place at particular points that are often nodes in a network which may be formal, such as a group of schools or universities, or non-formal, such as in cyberspace. Understanding what goes on depends on the scale at which it is observed, ranging from individuals to global outreach. Altogether, this constitutes the geography of educational reality. This comprehensive volume includes a theoretical background, plus a sample of situations including school level, policy and administration, inequitable access, education hubs, and small states. It offers an introduction to a relatively neglected member of the family of education foundation disciplines, the geography of education. This book was originally published as a special issue of Comparative Education.
Geography of Education sets out the scope of this emergent, interdisciplinary field. It illustrates the essential affinity of geographical and educational studies, by emphasising the geographical factors influencing formal education systems and other forms of knowledge transfer. Colin Brock begins by arguing the theoretical synergy that exists between the nature of both geography and educational studies as disciplines. This is then exemplified by an analysis of the emergence of systems of schooling under the influence of religious, political and economic forces. The author also considers informal and non-formal modes of education, and argues that the huge diversity of such provision creates a rich resource for research into geographies of education. In the final chapters the author turns his attention to the role of cyberspace, which has its own geography, in learning, and considers education as a form of humanitarian response to issues of environmental sustainability. By bringing together a wide range of themes and topics relating to both education and geography, Colin Brock argues that the geographical approach should inform the evolution of all types of educational provision around the world.
"Geography of Education sets out the scope of this emergent, interdisciplinary field. It illustrates the essential affinity of geographical and educational studies, by emphasising the geographical factors influencing educational systems and other forms of knowledge transfer. Discussing formal, informal and non-formal modes of education, the book covers the emergence of systems of schooling under the influence of religious, political and economic forces. Nationalism, internationalism and globalisation with regard to the comparison and transfer of educational policies are considered. Such themes are exemplified by an analysis of global factors, including the Programme for International Student Assessment (PISA) and world university rankings. Highlighting the spatial implications of alternative education policies and the relevance of cultural and political geography, Colin Brock argues that the geographical approach should inform the evolution of all types of educational provision around the world."--
Education is central to the project of individual and collective identity formation, national development and international relations, and is crucial in moments of crisis. What should be the agenda of study and action for education in such times? Identities and Education engages with this crucial question, seeking to examine and problematise our contemporary moment. Through the heuristic of the concept of identity, it specifically aims at creating a space for understanding our current challenges and considering the potential of education to address them. Contributors in this volume explore identity, crisis and education, not only in interdisciplinary, inter-sectional, relational and eclectic ways, but also through comparative lens. The book includes contributions from leading scholars from Austria, Cyprus, Germany, Greece, Portugal, the UK, and the USA and covers issues and themes including fear, hope, refugee education and global citizenship education.
Given the current era of global turmoil and strained relations between peoples of diverse national and cultural origins, there has never been a greater need for intercultural education than there is today. This edited volume is in honour of Jagdish Gundara, a renowned pioneer in the field, and brings together contributions from experienced educators and researchers who focus on problematic aspects of intercultural education, as well as on crucial issues related to different regional contexts. Contributors draw upon national, comparative and international perspectives, in addition to theoretical and empirical studies, to inform thinking and discussion in relation to innovative policies and pedagogies. The content of the book will be found to be both challenging and stimulating. Accordingly, it will be welcomed by graduate students and researchers, as well as educators and policy-makers both nationally and across the globe. As such, the volume reflects an endeavour to establish intercultural education as a fundamental aspect of educational discourse in general.
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.
Space, place and territory are concepts that lie at the core of geography and urban planning, environmental studies and sociology. Although space, place and territory are indeed polysemic and polemic, they have particular characteristics that distinguish them from each other. They are interdependent but not interchangeable, and the differences between them explain how we simultaneously perceive, conceive and design multiple spatialities. After drawing the conceptual framework of space, place and territory, the book initially explores how we sense space in the most visceral ways, and how the overlay of meanings attached to the sensorial characteristics of space change the way we perceive it – smell, spatial experiences using electroence phalography, and the changing meaning of darkness are discussed. The book continues exploring cartographic mapping not as a final outcome, but rather as an epistemological tool, an instrument of inquiry. It follows on how particular ideas of space, place and territory are embedded in specific urban proposals, from Brasília to the Berlin Wall, airports and infiltration of digital technologies in our daily life. The book concludes by focusing on spatial practices that challenge the status quo of how we perceive and understand urban spaces, from famous artists to anonymous interventions by traceurs and hackers of urban technologies. Combining space, place and territory as distinctive but interdependent concepts into an epistemological matrix may help us to understand contemporary phenomena and live them critically.