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||Nicole Nguyen University of Illinois - Chicago||5||5:00 PM|
|Presenter||Octaviano Chavarín*, Stanford University, Fighting for State Legibility: The Use of Schooling to Recast Criminalized Populations||20||5:05 PM|
|Presenter||Olivia Ildefonso*, CUNY - Graduate Center, The Uneven Geography of New York’s ‘Opt Out’ Movement||20||5:25 PM|
|Presenter||Keavy McFadden*, , Conversations across vocabularies of education||20||5:45 PM|
|Presenter||Cortland Gilliam*, University of North Carolina at Chapel Hill, Whose Public? Elucidating Boundaries of Private Claims to Public Educational Space||20||6:05 PM|
|Discussant||Alice Huff UCLA||15||6:25 PM|
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