Geographies of Schooling.

• Superior document: Knowledge and Space Series ; v.14
• Author: Jahnke, Holger.
• TeilnehmendeR: Kramer, Caroline.; Meusburger, Peter.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2019.; ©2019.
• Year of Publication: 2019
• Edition: 1st ed.
• Language: English
• Series: Knowledge and Space Series
• Physical Description: 1 online resource (358 pages)

Table of Contents

Geographies of Schooling -- Acknowledgments -- Contents -- Contributors -- Chapter 1: Geographies of Schooling: An Introduction -- Perspectives on Schools and Schooling -- Spatial Dimensions of Schooling -- Methodological Approaches to "Geographies of Schooling" -- The Geographies of Schooling in This Volume -- Questions and Outlook -- References -- Part I: Governance of Schooling in a Spatial Perspective -- Chapter 2: Territorial Governance of Schooling and Education in Rural Areas: Case Studies from Northern Germany -- Introduction -- The Territorial Dimension of Schooling -- Territorial Governance and Education -- From School Planning to Governance of Schooling and Education -- Introducing Competition Among Schools: The Schleswig-Holstein School Act 2007 -- Opening Schools to Noneducational Actors: Afterschool Activities -- Territorialization of Schooling and Education: Educational Landscapes -- Integrating School Development into Local Territorial Governance: Concrete Examples -- Mittelangeln: A Model Educational Landscape in the Center of a Territorial Development Strategy -- Süderbrarup: Preventing Decline Through Centralization of Elementary Schooling -- Conclusion -- References -- Chapter 3: Local Educational Landscapes in Germany: Interfaces and Interlacings Between Education and Urban Development -- Introduction -- The Relationship Between Education, Space and Urban Development -- Local Educational Landscapes as an Interface Between Education and Urban Development -- The Current State of the German Debate on Local Educational Landscapes -- The National State of Research on Local Educational Landscapes -- The State of Scientific Research in the Field of Educational Landscapes on a European Level -- The Research Project "Local Educational Landscapes and Urban Development: Interfaces and Interlacings".

Initial Findings of the Research Project -- Conclusion -- References -- Chapter 4: School Autonomy Policies and the Changing Governance of Schooling -- Analyzing Changes in Governance -- Multitude of Actors -- Coordination of Action -- Agency and Structure -- Multilevel Systems -- Modernization Policies -- Phase 0: Dual Regulation -- Phase 1: School Autonomy -- Phase 2: School-Based Management -- Phase 3: Evidence-Based Governance -- Research on Governance Reforms: Coordination in and Between More Autonomous Schools -- Conclusion -- Note -- References -- Chapter 5: From Republican Spaces of Schooling to Educational Territories? The Problematic Emergence of Educational Territories in Postdecentralized France -- Territoire as an Ideal Space of Schooling: The Territorial Paradigm -- Decentralizing the Education State -- The Education Priority Areas Model: The Time for Territoire -- Urbanism Norms and Rhetoric as Commonplaces -- EPAs as Educational Territories of Problems (territoires éducatifs de problèmes) -- The Spread of the Territorial Paradigm and the Ideology of Proximity -- The Trivialization of the Notion of Educational Territory -- A New Local Educational Order Source of a Territorial Complexity -- Looking for the Good Scale: Hybridization of Norms and Local Spaces of Educational Interdependencies -- The Region or the Territorial Optimum -- The Omnipresence of the State: Towards the Evaluator State -- Tensions, Resistances, and Hybridization -- Conclusion: Neoliberal Educational Order or Institutional Tinkering? -- References -- Part II: National School Systems in Transition -- Chapter 6: Ideology, Spatial Planning, and Rural Schools: From Interwar to Communist Hungary -- Literacy, Education, and the "Torch of Civilization": A Brief History -- After the Trianon Trauma of 1920: Education as Defending the Homeland -- Ideology and Political Goals.

Changing Geographies of the School System -- Changing Circumstances from the Early 1930s: People's Schools Versus "Overproduction of the Intelligentsia" -- After the Communist Turn: Stalinist Modernization and the Village as "Feudal Vestige" -- Attempts to Make a Clean Slate of the Past -- Continuities Between Interwar and Postwar Modernism -- Non-Stalinist Communism After 1956 and the "Rationalization" of Rural Schools -- Conclusion -- References -- Chapter 7: Changing Structures and the Role of Education in the Development of the Educational System in Czechia -- Factors Affecting Spatial Distribution and the Organization of Elementary Education -- Changes of the Czech Educational System and Policies -- Research Organization and Methodology -- Heritage of a Dense School Pattern: The 1960s -- Massive Centralization: The 1970s and 1980s -- Transformation of Society: From the 1990s Until Today -- Conclusion -- References -- Chapter 8: Securing Indigenous Dispossession Through Education: An Analysis of Canadian Curricula and Textbooks -- Introduction -- Minimizing Colonial Violence -- Vanishing Indigenous Sovereignties and Critical Perspectives -- Denying Colonialism in Canada -- Reinforcement of Racialized Hierarchies of Being -- Inviting Students to Model Colonial Dispossession -- Implications -- Conclusion -- References -- Chapter 9: Geopolitical Framings of Subalterity in Education: Compounding a Neoliberalized Welfare State -- The Geopolitics of Subalterity in Education -- Subalterity of Education: Five Imperatives -- Geopolitics and Neoliberalism -- Feminist and Critical Geopolitics -- Geopolitics and Displacement -- Case Studies -- Displacement I: Subalterity Through Exile: Neoliberal Contradictions and the Geopolitics of Displacement: Redefining Educational Spaces of Refuge in Toronto, Canada.

Displacement II: Subalterity Through Blockades: Resisting Sanctions, Blockades, and the Military Base: Schools as Revolutionary Frontiers in Guantánamo, Cuba -- Conclusion -- References -- Part III: Small Schools Versus Large Schools in Their Local Context -- Chapter 10: Bigger or Better? Research-Based Reflections on the Cultural Deconstruction of Rural Schools in Norway: Metaperspectives -- On Research Themes -- Scale and Localization: A Reduction of Educational Space and Cultural Deconstruction of Rural Schools? -- Learning by Imparting and Acquisition or Learning by Participation? -- Quality Norms of Small Rural Schools -- The School Conceived as a Knowledge Enterprise for Production -- Educational Governance and Achievement Testing -- The Block-Grant System: A Mechanism for Change of Rural Schooling -- Migration and Changes in Child Settlement -- A Picture of the Present Research on Rural Schools and Their Communities: Themes and Research Questions -- On Research Design and Methods -- On Theory and Concepts -- Closing Remarks -- References -- Chapter 11: A Multilevel View of Small Schools: Changing Systems in Baden-Württemberg and Vorarlberg -- Introduction -- Changes in Small School Location Networks in Rural Areas from an Educational Research Perspective -- School Paradigms and Their Arguments -- A Multilevel View on Small Schools -- Positioning the Empirical Findings in This Multilevel View -- Zooming in on the Interconnectedness of the Regional Levels: A Case Study -- Conclusion: The Multilevel View and the Making of Small Schools -- References -- Chapter 12: Small Rural Schools in Austria: Potentials and Challenges -- Introduction -- Small Primary Schools in Austria: The National Context -- Methodology -- Small Rural Schools: Potentials and Challenges -- The Plurality of Small Rural Schools.

Working and Learning Conditions for Teachers and Students in Small Schools -- Building Facilities: Generous Spatial Conditions -- Teaching Heads -- Mixed-Grade Classes -- Professionalizing Rural Teachers' Work: Distancing from a Total Immersion in the Village -- New Ways of Cooperating -- Current Changes: Development of Regional Clusters -- Small Rural Schools as Places for Innovation? -- Small Rural Schools with a Special Profile -- Securing the Existence of Rural Schools by Developing a Special Profile as Montessori Schools -- The Pull-Factor of Small Rural Montessori Schools -- Conclusion -- References -- Chapter 13: Field and Terrain: The Micropolitics of Community Leadership in Small, Rural Schools in England -- Introduction -- Rural School Leadership -- Engaging Bourdieu -- Greenhow: Livestock, Success, and Pavements -- The Resilience of the School -- Analysis: Engaging Bourdieu -- Conclusion -- References -- Part IV: Schools in and for Society -- Chapter 14: Schools, Families, and Social Reproduction -- Schools' Support for Working Parents -- School-Based Parenting Classes -- Enrolling Parents in Children's Education -- Deepening Support for Child Development -- Conclusion -- References -- Chapter 15: The Relationship Between School and Neighborhood: Child-Oriented Perspectives on Educational Locations -- Introduction: Rico, Oskar, and Their Adventures: A Fictional Story -- Preliminary Note: Everything Depends on the Viewer's Perspective -- The Concept of Appropriation and Everyday Social Geographies -- DoRe Research Project "School as a Social Space" -- The Theoretical Background and Discipline-Specific and Local Context of the Study -- Context of the Study -- School as a Reflection of the Local Neighborhood and Thus Part of the Problem -- Or: School as a Solution to Sociospatial Problems -- Context of the Study: Local Context -- Methodology.

Key Results: Analysis of the Subjective Maps.