Geographies of Schooling.

Geographies of Schooling.

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Bibliographic Details
Superior document:Knowledge and Space Series ; v.14
:
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
Online Access:
Physical Description:1 online resource (358 pages)
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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.

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