Bilingual and Literacy Studies Faculty Publications and Presentations
Childhood Geographies and Spatial Justice: Making Sense of Place and Space-Making as Political Acts in Education
Document Type
Article
Publication Date
7-11-2016
Abstract
This post-qualitative research analyzes the spatialized practices of young people within a working-class community and how those guided the opening and facilitating of a local community center. Seeing place-making as a social and political act, the authors were inspired by Heath’s classic study and argument that children’s education might be better served if educators understood and built on their community-based language practices. Writing through theories of new materialism, spatiality, and children’s geographies, we build an argument for spatial justice by considering the ways educational scholars and educators might understand and build on children’s community-based spatial practices.
Recommended Citation
Jones, S., Thiel, J. J., Dávila, D., Pittard, E., Woglom, J. F., Zhou, X., Brown, T., & Snow, M. (2016). Childhood Geographies and Spatial Justice: Making Sense of Place and Space-Making as Political Acts in Education. American Educational Research Journal, 53(4), 1126-1158. https://doi.org/10.3102/0002831216655221
Publication Title
American Educational Research Journal
DOI
10.3102/0002831216655221
Comments
© 2016 AERA.