Critical geographies of education: an introduction

Pini, Barbara; Gulson, Kalervo N.; Kraftl, Peter; Dufty‐Jones, Rae

doi:10.1111/1745-5871.12226

Cited by 22 publications

(17 citation statements)

References 28 publications

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“…Geographic education scholars criticize how contemporary educational contexts deprive students of capabilities that will be of value in careers and civic life (Solem, Lambert, and Tani, 2013;Lambert, Solem, and Tani, 2015). The literature on critical geographies of education has stressed the impacts of socio-cultural barriers to students' learning abilities (Lim and Barton, 2010;Nguyen, Cohen, and Huff, 2017;Pini et al, 2017).…”

Section: Using Discourses To Track Learningmentioning

confidence: 99%

Learning Progressions, Paradigms, and Geographic Thinking in the Anthropocene

Larsen¹,

Harrington²

2019

Review of International Geographical Education Online

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Learning progression research has the capability to connect thinking in the education sciences and geography. Learning progressions provide a map of the various pathways that students take to master a topic. The aim of this paper is to illustrate significant conceptual ties between learning progressions and disciplinary geography. Two construct paradigms overlap to form an entryway between educational and geographic thought: constructivism from education and possibilism within geography. The learning progression method can form a bridge between the two paradigms. Learning progression research in geography depends on being able to answer two questions. First, which geographic concepts should be tracked? Given the ongoing changes in global human-environmental systems, priority could be dedicated to the topics that stimulate synthesis thinking about the human-environment relationship in the Anthropocene, or "Age of Humans." Second, how should geographers track advancement in learning about human-environment concepts? Learning progression research provides a method to document multiple aspects of advancement in student learning. But, geographic learning does not exist solely in the confines of the classroom. Furthermore, school districts vary in the amount and quality of geography that they allow. New understandings would come from a mixed-methods approach that addresses geographic understandings by the lifelong learner in the context of both formal and informal geography education.

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Section: Using Discourses To Track Learningmentioning

confidence: 99%

Learning Progressions, Paradigms, and Geographic Thinking in the Anthropocene

Larsen¹,

Harrington²

2019

Review of International Geographical Education Online

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“…The complex interactions between children’s engagement in the learning process and the space within which such learning is facilitated provides a lens through which the geographies of the classroom can be understood (Holloway et al , ; Mills & Kraftl, ). Understanding the relational aspects of space contributes to a deeper understanding of the interplay between place, power and identity (Pini et al , ). Affecting and being affected can also be considered a relational process (Dawney, ), a form of ‘emotional labour’ mediated through what is termed the ‘social geographies of embodied encounters’ (Bunnell et al , , p. 499) defining both the continuous production of identity (Curti et al , ) and understandings around knowing , being and doing (Pile, ).…”

Section: Introductionmentioning

confidence: 99%

‘You feel ashamed that you are not in the higher group’—Children’s psychosocial response to ability grouping in primary school

McGillicuddy

Devine

2020

British Educational Res J

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The impact of performative focused agendas on how teachers 'do' teaching and how children 'do' learning cannot be understated. While research continues to highlight the negative impact of ability grouping on children's academic and social learning experiences in the classroom, policy imperatives (both global and local) continue to promote ability grouping as an 'effective' pedagogic tool for meeting the diverse needs of children, especially in the areas of numeracy and literacy. We argue that this is a symbolically violent process that negatively impacts the psychosocial positioning of children as they negotiate their identities within the figured world of the primary school classroom. This in turn influences their learner identities, as well as their perceptions of their ability to learn. Drawing on data collected with 100 children in three case study schools, we show how ability grouping evoked strong emotional and psychosocial responses characterised by feelings of 'shame', 'upset' and 'inferiority' for those in the low-ability groups. In contrast, children placed in higherability groups felt a sense of 'pride', 'happiness' and 'confidence'. Ability grouping maps a geography of affect within the classroom demarcating not only how children 'do' learning, but also how they embody learning through a particular feeling of 'being' a learner in the classroom.

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“…A range of academics and activists have engaged these interlocking issues in their scholarship as well as in grassroots struggles over schooling. Although the antecedents of these developments have been marked in previous reviews (Collins & Coleman, ; Hanson‐Thiem, ; Helfenbein & Taylor, ; Holloway, Brown, & Pimlott‐Wilson, ; Pini et al, ; Waters, ), we argue that the current political moment demands sustained geographic attention to (a) the confluence of social processes from capital accumulation to the contested politics of citizenship that shape schooling arrangements and (b) how resistance to education reforms can help advance existing critical geographic debates. In a political context defined by the creative destruction of cities, this approach illuminates how complex social processes such as anti‐Blackness and marketization articulate in urban schools and spaces.…”

Section: Placing Schooling: the Stakes Of Studying Educationmentioning

confidence: 67%

“…Attending to the increasing salience of schooling struggles such as Dyett's, this review explores how a cohesive critical geographies of education subfield might address the dynamics of power, resistance, and political possibility that are enacted through public education‐related social movements. We share with the editors of a recent Geographical Research issue on critical geographies of education the desire to construct “a solid platform on which to build further critical geographies of education that will continue to map inequalities and disadvantages in the educational landscape” (Pini, Gulson, Kraftl, & Dufty‐Jones, , p. 16). In this review, however, we also examine how critical scholarship might usefully shed light on, and support, how communities contest unjust geographies of education.…”

Section: Introductionmentioning

confidence: 99%

“…Given the breadth of geographic work on education across the globe, we recognize that this is a narrow review. We focus on these two well‐developed areas because they provide unique insight into the power structures that organize contemporary geographies of education and urban restructuring, including, but not limited to, racism, sexism, colonialism, and racialized capitalism (Collins & Coleman, ; Helfenbein & Taylor, ; Pini et al, ). By demonstrating how powerful social forces coalesce within and through schools, these literatures suggest avenues for future work that advances geographic inquiry and, as Katz () writes, help activists “organize, advocate, and agitate” (p. 26).…”

Section: Introductionmentioning

confidence: 99%

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Catching the bus: A call for critical geographies of education

2017

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Informed by recent struggles over schooling, this article proceeds from the premise that education is a deeply geographic and urgently political problem increasingly engaged by a wide range of scholars and activists. We argue that the current political moment demands increasing geographic attention to the confluence of social processes that shape schooling arrangements. We contend that this attention also must address how people involved in collective action understand and enact alternatives and how these mobilizations may articulate with other social movements. Although existing geographers of education have studied schooling in relation to other processes such as gentrification and citizenship, we argue that centering schooling as an object of study can enliven important disciplinary conversations. In light of these arguments, we call on geographers to advance geographic scholarship on education by creating a cohesive critical geographies of education subfield. Drawing from intensified interest in the geographies of education, this subfield can contribute to broader geographic debates by centering schooling in theory generation, rather than only studying education as a site of test cases for existing geographic theories. Given this call, this review highlights how the existing literature on schooling signals the potential of geographic work on education and marks considerations for the development of future research.

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Critical geographies of education: an introduction

Cited by 22 publications

References 28 publications

Learning Progressions, Paradigms, and Geographic Thinking in the Anthropocene

Learning Progressions, Paradigms, and Geographic Thinking in the Anthropocene

‘You feel ashamed that you are not in the higher group’—Children’s psychosocial response to ability grouping in primary school

Catching the bus: A call for critical geographies of education

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