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:
Organizers: Sol Gamsu, Francisca Corbalan, and Kirsty Morrin