Schools are sites of social reproduction; they have been implicated in geographic processes of neoliberalization, gentrification, social stratification, segregation, as well as other forms of violence and exclusion based on race, class, ethnicity, religion, gender, sexual orientation, ability, and immigration status. And yet, schooling arrangements also have the capacity to anchor communities, unsettle existing orders and produce more democratic possibilities. In response, people continue to fight for control over schools even as they seek to change how they operate in and on communities (The Movement for Black Lives, 2016; Huff, 2013; Kearns, Lewis, McCreanor, & Witten, 2009). Globally, recent struggles over schooling demonstrate that education is a deeply geographic and urgently political endeavor across contexts. The relationship between schooling, power, and the production of space is evident in community-led protests over selective school closures that disproportionately impact Black and Brown neighborhoods in the U.S., and efforts to organize for more authentic community control over the education of youth (Good, 2017; Gutierrez and Lipman, 2013). It becomes visible in educator and student action groups aimed at resisting marketization and militarization from Puerto Rico to South Africa (Buras, 2015; Harding and Kershner 2011).
Geographers have articulated many compelling connections between geographies of education and other more established geographic conversations (Butler, Hamnett, & Ramsden, 2013; Holloway, Brown, & Pimlott-Wilson, 2011; McCreary, Basu, & Godlewska, 2013; Nguyen, Cohen, & Huff, 2017). But there is still much room for exploration, especially for those interested in how a more cohesive critical geographies of education subfield might cultivate its own internal lines of inquiry through interaction with those who identify as education geographers, schooling activists, and others whose work intersects with education. Aimed at building this cohesive subfield, these sessions attend to how geographic ordering systems (such as racism, sexism, and colonialism) shape and are shaped by contemporary education arrangements, and to how these relationships are challenged.
|Introduction||Alice Huff UCLA||5||9:55 AM|
|Presenter||Caroline Loomis*, CUNY - Graduate Center, Proximity and Partition: Elementary School Co-Location in New York City||20||10:00 AM|
|Presenter||Sallie Marston*, University of Arizona, What can a garden do? School gardens as spaces of transformation||20||10:20 AM|
|Presenter||Daniel Cockayne*, University of Waterloo, Entrepreneurship as Pedagogy: The Role of Internships at the University of Waterloo||20||10:40 AM|
|Presenter||Nicole Nguyen*, University of Illinois - Chicago, "It feels like you're looking down the barrel of a gun": Resisting the Security State in US Schools||20||11:00 AM|
|Discussant||Dan Cohen||15||11:20 AM|
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