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2022 AAG Critical geographies of education sessions

1/27/2022

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2020 AAG Keynote

2/27/2020

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“They Say Pushout, We Say Pushback!”

A Transformational Resistance Framework for Youth Development and Healing Justice Outcomes
The first annual local scholar-activist keynote session of the Critical Geographies of Education Specialty Group. Dr. Johnny Ramirez will present his work on using La Cultura Cura Framework in collaboration with Denver-area youth as part of the Gang Rescue and Support Project (GRASP) Initiative. La Cultura Cura Framework is “an indigenous healing-centered process that empowers young people through teachings, curriculum, and ceremonies that seek to holistically address the intergenerational pain and trauma experienced by Communities of Color; and most importantly provides strategies and practices that support movement toward a healing journey.”
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Date: April 7, 2020
Time: 10:15-11:30AM
Location: Plaza Ballroom F, Sheraton, Concourse Level
Participants: Johnny Ramirez (University of Denver), Carlos Sanchez (GRASP), Sam Elfay (GRASP), Madelaine Cahaus (University of Minnesota), Sallie Marston (University of Arizona), Dan Cohen (Queen’s University), and Alice Huff (UCLA). 

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AAG 2019 Critical geographies of education sessions!!

3/11/2019

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AAG 2018: Towards a critical historical geography of education

10/16/2017

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Over the past decade, there has been a resurgence of research that has viewed education through a spatial and geographical lens (McCreary et al., 2013; Holloway et al., 2011; Thiem, 2009; Butler and Hamnett, 2007). With certain exceptions however (Symes, 2007; Gulson and Parkes, 2009; Hunter, 2015; Morrin, 2015; Gamsu, 2016), relatively little of this recent work has taken an approach which weaves together history and geography to ‘place education in a trinity of contexts: of time, of place and of society’ (Marsden 1987: 2). Moreover, much work in the new geographies of education has taken as its starting point the unequal spatial dynamics of neoliberalism without always tracing the longer lineages of social and spatial change which underpin current educational inequalities. In this session as part of a broader call for a critical geography of education (Nguyen, Cohen and Huff, 2017), we wish to explore how examining the spatial analysis of education over time can extend our  analysis of the uneven geographies of educational power.
 
Contributors may wish to examine but should not feel limited to the following themes:
  • Historical hierarchies of schools and universities and how they have persisted or changed in local neighbourhoods, cities or regions.
  • Colonial legacies and how they continue to shape contemporary geographies of education
  • The use of history by schools and universities
  • Spatial patterns of accumulation of cultural and economic capital by schools or universities
  • Neoliberalism and local, regional or national histories – how has neoliberalism interacted with older forms of governance in shaping contemporary geographies of education?
  • Land ownership and education – the historical and contemporary role of educational institutions in re-shaping cities through land purchases and sales
  • Architecture and education - preservation of historic forms of university or school architecture, creating new pseudo-historical forms of educational architecture.
  • Methods to measure educational power over time at different geographical scales
  • Dialectics of education – how do city forms and structures combine with education over time? 

Organizers: Sol Gamsu, Francisca Corbalan, and Kirsty Morrin
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AAG 2018: SCHool segregation in contemporary cities

10/16/2017

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In our session, we would like to explore the social, spatial and political dynamics of school segregation in different urban contexts.  Education systems in many cities have been characterized by a progressive segmentation of the student population, which not only reflects the existing social and spatial differentiation in the urban population, but also inserts new forms of social segregation. On the one hand new forms of separation, based on the ethnic differentiation of the population, have been emerging. On the other, social polarization has increased the distance and cultural segmentation between population groups with different social backgrounds and differentiated access to cultural and material assets. If social and spatial (residential) divisions have been exacerbated in many cities due to the changes of  the last decades, the segmentation within the education system and the segregation in the residential sphere have become very crucial as this may hinder intergenerational upward social mobility and influence the general level of social cohesion in contemporary cities.

​The background hypothesis of this session is that school segregation not only reflects existing locally-based ethnic and socio-economic residential divisions, but it may also impact on new specific forms of social and spatial differentiation, worsening the social inclusion of the most vulnerable urban social groups and increasing barriers among social groups.

Based on these assumptions, we propose a session focused on the following questions:
  • What urban contexts are more conducive to school segregation?
  • To what extent does school segregation reflect socially- or ethnically-based residential segregation in urban space?
  • What are the specific dynamics through which school segregation has recently increased in different cities?
  • How have the institutional settings of urban education systems and recent policy changes contributed to foster/prevent school segregation?
  • What are the main effects of such phenomena, in terms of physical or social distance among social groups, increased inequalities in school attainment, impact on social inclusion and chances for upward social mobility of the most disadvantaged groups?

​Organizers: Isabel Ramos Lobato, Venla Bernelius, Sako Musterd & Rikke Skovgaard Nielsen
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AAG 2018: Pedagogies of Race and Racialization​

10/16/2017

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Our age of resurgent white supremacy requires critical pedagogies of race and racialization. As educators, we are positioned to shape the horizon of the politically possible through engaging students. Yet teaching race is tricky. Miseducation in US K-12 classrooms is commonplace, and some students arrive without basic historical knowledge of racial capitalism, forged in the crucible of slavery and theft of Native lands, and persistent in new forms today. The complexity of racialization requires moving beyond the common binary of black and white to include the diverse experiences of other racialized groups, while still recognizing anti-blackness and settler colonialism as core dynamics of US exceptionalism. There are also pragmatic challenges. Students arrive with vastly different lived experiences of race and racialization. White students, or others with racial privilege, may resist learning about whiteness, or other means of turning toward practices of power and privilege. Educators can expect microagressions in the classroom, even as institutional support to gain competency in navigating racially diverse classrooms is often inadequate. Instructors of color and women may experience more push back when teaching critical perspectives on race than white educators and men.
 
Despite the challenges, teaching race provides a vital frame for students to see the linkages between critical theoretical frameworks--adequate to the complexity of the concrete--and effective, justice oriented action, that is, to engage with praxis. By rooting race and racialization in specific spaces, with deep histories, geography offers an important set of theoretical resources to help students grasp the processes, stakes and political possibilities of our current moment. Indeed, teaching about racialized space--borders, prisons, sacrifice zones, immigrant detention camps, the plantation, suburban enclaves, ghettos, and slums, to name a few—provides important resources to ground theory and engage students.
 
This panel will discuss coping devices, knowledge production politics, pedagogical practices, and possible forms of academic resistance. We will also discuss real-world instances in which academic freedom was deprived, and how these instances affect teaching race in geography.
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Organizers: Brian Jordan Jefferson and
Jennifer Tucker
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