Space, Place and Educational Settings.
| Main Author: | |
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| Other Authors: | , |
| Format: | eBook |
| Language: | English |
| Published: |
Cham :
Springer International Publishing AG,
2021.
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| Edition: | 1st ed. |
| Series: | Knowledge and Space Series
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| Subjects: | |
| Online Access: | Click to View |
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.