Geographies of Schooling

Acknowledgments......Page 7
Contents......Page 8
Contributors......Page 10
Chapter 1: Geographies of Schooling: An Introduction......Page 12
Perspectives on Schools and Schooling......Page 13
Spatial Dimensions of Schooling......Page 15
Methodological Approaches to “Geographies of Schooling”......Page 17
The Geographies of Schooling in This Volume......Page 19
Questions and Outlook......Page 24
References......Page 26
Part I: Governance of Schooling in a Spatial Perspective......Page 28
Introduction......Page 29
The Territorial Dimension of Schooling......Page 30
Territorial Governance and Education......Page 32
From School Planning to Governance of Schooling and Education......Page 34
Introducing Competition Among Schools: The Schleswig-Holstein School Act 2007......Page 35
Territorialization of Schooling and Education: Educational Landscapes......Page 36
Mittelangeln: A Model Educational Landscape in the Center of a Territorial Development Strategy......Page 38
Süderbrarup: Preventing Decline Through Centralization of Elementary Schooling......Page 39
Conclusion......Page 40
References......Page 42
Introduction......Page 44
The Relationship Between Education, Space and Urban Development......Page 45
Local Educational Landscapes as an Interface Between Education and Urban Development......Page 46
The Current State of the German Debate on Local Educational Landscapes......Page 47
The National State of Research on Local Educational Landscapes......Page 49
The Research Project “Local Educational Landscapes and Urban Development: Interfaces and Interlacings”......Page 50
Initial Findings of the Research Project......Page 52
References......Page 56
Analyzing Changes in Governance......Page 63
Multitude of Actors......Page 64
Coordination of Action......Page 65
Agency and Structure......Page 66
Multilevel Systems......Page 67
Modernization Policies......Page 68
Phase 0: Dual Regulation......Page 69
Phase 1: School Autonomy......Page 70
Phase 3: Evidence-Based Governance......Page 71
Research on Governance Reforms: Coordination in and Between More Autonomous Schools......Page 74
Conclusion......Page 77
References......Page 78
Chapter 5: From Republican Spaces of Schooling to Educational Territories? The Problematic Emergence of Educational Territories in Postdecentralized France......Page 82
Decentralizing the Education State......Page 84
The Education Priority Areas Model: The Time for Territoire......Page 86
Urbanism Norms and Rhetoric as Commonplaces......Page 88
The Spread of the Territorial Paradigm and the Ideology of Proximity......Page 89
The Trivialization of the Notion of Educational Territory......Page 90
A New Local Educational Order Source of a Territorial Complexity......Page 92
The Region or the Territorial Optimum......Page 93
Tensions, Resistances, and Hybridization......Page 96
References......Page 98
Part II: National School Systems in Transition......Page 101
Chapter 6: Ideology, Spatial Planning, and Rural Schools: From Interwar to Communist Hungary......Page 102
Literacy, Education, and the “Torch of Civilization”: A Brief History......Page 103
Ideology and Political Goals......Page 106
Changing Geographies of the School System......Page 109
Changing Circumstances from the Early 1930s: People’s Schools Versus “Overproduction of the Intelligentsia”......Page 113
Attempts to Make a Clean Slate of the Past......Page 115
Continuities Between Interwar and Postwar Modernism......Page 118
Non-Stalinist Communism After 1956 and the “Rationalization” of Rural Schools......Page 119
Conclusion......Page 123
References......Page 124
Chapter 7: Changing Structures and the Role of Education in the Development of the Educational System in Czechia......Page 130
Factors Affecting Spatial Distribution and the Organization of Elementary Education......Page 131
Research Organization and Methodology......Page 134
Heritage of a Dense School Pattern: The 1960s......Page 136
Massive Centralization: The 1970s and 1980s......Page 138
Transformation of Society: From the 1990s Until Today......Page 141
Conclusion......Page 144
References......Page 145
Introduction......Page 150
Vanishing Indigenous Sovereignties and Critical Perspectives......Page 152
Denying Colonialism in Canada......Page 153
Reinforcement of Racialized Hierarchies of Being......Page 156
Inviting Students to Model Colonial Dispossession......Page 158
Implications......Page 159
Conclusion......Page 161
References......Page 162
Chapter 9: Geopolitical Framings of Subalterity in Education: Compounding a Neoliberalized Welfare State......Page 167
Subalterity of Education: Five Imperatives......Page 168
Geopolitics and Neoliberalism......Page 170
Feminist and Critical Geopolitics......Page 171
Displacement I: Subalterity Through Exile: Neoliberal Contradictions and the Geopolitics of Displacement: Redefining Educational Spaces of Refuge in Toronto, Canada......Page 172
Displacement II: Subalterity Through Blockades: Resisting Sanctions, Blockades, and the Military Base: Schools as Revolutionary Frontiers in Guantánamo, Cuba......Page 176
Conclusion......Page 178
References......Page 179
Part III: Small Schools Versus Large Schools in Their Local Context......Page 181
Chapter 10: Bigger or Better? Research-Based Reflections on the Cultural Deconstruction of Rural Schools in Norway: Metaperspectives......Page 182
Scale and Localization: A Reduction of Educational Space and Cultural Deconstruction of Rural Schools?......Page 183
Quality Norms of Small Rural Schools......Page 186
The School Conceived as a Knowledge Enterprise for Production......Page 187
The Block-Grant System: A Mechanism for Change of Rural Schooling......Page 189
Migration and Changes in Child Settlement......Page 191
A Picture of the Present Research on Rural Schools and Their Communities: Themes and Research Questions......Page 192
On Research Design and Methods......Page 201
On Theory and Concepts......Page 206
Closing Remarks......Page 214
References......Page 215
Introduction......Page 221
Changes in Small School Location Networks in Rural Areas from an Educational Research Perspective......Page 223
School Paradigms and Their Arguments......Page 228
A Multilevel View on Small Schools......Page 234
Positioning the Empirical Findings in This Multilevel View......Page 239
Zooming in on the Interconnectedness of the Regional Levels: A Case Study......Page 243
Conclusion: The Multilevel View and the Making of Small Schools......Page 246
References......Page 247
Small Primary Schools in Austria: The National Context......Page 252
Small Rural Schools: Potentials and Challenges......Page 254
The Plurality of Small Rural Schools......Page 255
Building Facilities: Generous Spatial Conditions......Page 256
Mixed-Grade Classes......Page 257
Professionalizing Rural Teachers’ Work: Distancing from a Total Immersion in the Village......Page 258
Current Changes: Development of Regional Clusters......Page 259
Small Rural Schools with a Special Profile......Page 260
Securing the Existence of Rural Schools by Developing a Special Profile as Montessori Schools......Page 261
Conclusion......Page 262
References......Page 263
Introduction......Page 265
Engaging Bourdieu......Page 267
Greenhow: Livestock, Success, and Pavements......Page 270
The Resilience of the School......Page 272
Analysis: Engaging Bourdieu......Page 275
Conclusion......Page 276
References......Page 277
Part IV: Schools in and for Society......Page 279
Chapter 14: Schools, Families, and Social Reproduction......Page 280
Schools’ Support for Working Parents......Page 282
School-Based Parenting Classes......Page 284
Enrolling Parents in Children’s Education......Page 285
Deepening Support for Child Development......Page 287
Conclusion......Page 289
References......Page 290
Introduction: Rico, Oskar, and Their Adventures: A Fictional Story......Page 296
Preliminary Note: Everything Depends on the Viewer’s Perspective......Page 297
The Concept of Appropriation and Everyday Social Geographies......Page 299
School as a Reflection of the Local Neighborhood and Thus Part of the Problem......Page 300
Or: School as a Solution to Sociospatial Problems......Page 301
Context of the Study: Local Context......Page 303
Methodology......Page 305
Theme of School......Page 306
Reciprocal Effects of School and Neighborhood......Page 308
General Observations About Both Neighborhoods......Page 310
Key Results: Analysis of the Essays......Page 312
Differences in the Themes Raised by the Students of the Two Schools......Page 314
Conclusion......Page 315
References......Page 317
Introduction......Page 320
Adolescent Students’ Engagement in Learning......Page 321
Creating and Connecting Learning Spaces for a Holistic Education......Page 322
Redefining Schools as Multiple Hybrid Spaces for Learning......Page 327
References......Page 328
Object of Investigation......Page 332
Methodology: Types of Numerical Feminization......Page 333
Long-Term Development of the Feminization Process in Teaching at Primary and Lower Secondary Schools in Baden (1880–1952) and Baden-Württemberg (1952 Until 2015)......Page 335
Characteristics, Causes, and Effects of the Feminization Process......Page 336
Urban-Rural Disparities: Legislative Impacts of Educational Authorities and the Network of School Locations......Page 337
Teachers’ Function Outside the School and Their Social Background......Page 339
Labor-Market Aspects and the Demand for Teachers After World War II......Page 340
Consequences of the Numerical Feminization Process on the Teaching Profession......Page 342
References......Page 344
The Klaus Tschira Foundation......Page 349
Index......Page 351