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.
Author(s): Tim Freytag, Douglas L. Lauen, Susan L. Robertson
Series: Knowledge and Space, 16
Publisher: Springer
Year: 2021
Language: English
Pages: 237
City: Cham
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
