Space, Place and Educational Settings.

• Superior document: Knowledge and Space Series ; v.16
• Author: Freytag, Tim.
• TeilnehmendeR: Lauen, Douglas L.; Robertson, Susan L.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2021.; ©2022.
• Year of Publication: 2021
• Edition: 1st ed.
• Language: English
• Series: Knowledge and Space Series
• Physical Description: 1 online resource (234 pages)

Table of Contents

Space, Place and Educational Settings -- 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 -- Correction to: Space, Place and Educational Settings -- Correction to: T. Freytag et al. (eds.), Space, Place and Educational Settings, Knowledge and Space 16, https://doi.org/10.1007/978-3-030-78597-0 -- The Klaus Tschira Foundation -- Index.