Authors: Keavy McFadden*,
Topics: Political Geography, Geographic Thought
Keywords: education, critical geographies of education
Session Type: Paper
Start / End Time: 5:00 PM / 6:40 PM
Room: 8228, Park Tower Suites, Marriott, Lobby Level
Presentation File: No File Uploaded
While scholarship within the critical geographies of education subfield asks prescient questions about schooling arrangements and their relationship to larger social processes, the subfield largely locates education within formal school arrangements and publicly funded, state-run school systems. In addition, the subfield is primarily contained within a western/northern perspective, both in terms of its intellectual genealogies and its empirical referents. In this paper, I seek to forge a transdisciplinary conversation between the critical geographies of education literature and work from a range of theoretical and political perspectives that has critically engaged the meanings, politics, and problems of education in postcolonial and settler contexts. In forging this transdisciplinary conversation around education, I ask geographers to consider what conceptual and political vocabularies we might attend to in order to make our geographic work on education less bounded and less determined by a western/northern perspective. In particular, I attend to the ways in which the themes of colonialism, modernity, development (including the politics of rural/urban), and language become an intricate part of many of the discussions about education. Drawing on my emerging dissertation research on charter school proliferation in Chicago, I will demonstrate that this theoretical conversation opens up generative terrain even for research that neatly falls within the current parameters of the subfield.