Editorial introduction: Geographies of education and aspiration

Holloway, Sarah L.; Brown, Gavin; Pimlott‐Wilson, Helena

doi:10.1080/14733285.2011.540434

Cited by 55 publications

(38 citation statements)

References 11 publications

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“…The last 10 years have seen a distinct rise not only in the number of research papers but also in the diversity of research interests within the broad field of geographies of education. This trend has been strengthened by children's and young people's geographers, who have focused on the "social geographies of education", including the educational aspirations of families and young people (Collins and Coleman, 2008;Grant, 2017;Holloway et al, 2011), and "informal education, childhood and youth" (Mills and Kraftl, 2014). However, only a limited body of literature examines the intersection of transitional aspects and segregation in formal schooling by applying both quantitative (e.g.…”

Section: Research On Educational Selection and Geographies Of Educationmentioning

confidence: 99%

Framing, overflowing, and fuzzy logic in educational selection: Zurich as a case study

Bauer

2018

Geogr. Helv.

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Abstract. This paper uses the concepts of "framing and overflowing" (Callon, 1998) and "fuzzy logic" (Zadeh, 2015) to show the application and relevance of critically examining educational selection beyond the particular local context. It examines the empirical example of the central entrance examination procedure to grammar schools in the canton of Zurich. The main argument illuminates the widely neglected grey zones and the fuzzy logic lying at the heart of the selection machinery for higher education. This article elaborates fruitful links between the local case study and international discourses on the geography of education and educational research. It thus shows how a socio-material approach may build bridges not only between international and national educational discourse and local practice but also between academic research and a socio-political engagement that cares about young people's educational realities and futures.

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Section: Research On Educational Selection and Geographies Of Educationmentioning

confidence: 99%

Framing, overflowing, and fuzzy logic in educational selection: Zurich as a case study

Bauer

2018

Geogr. Helv.

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“…There is a burgeoning literature on aspirations (see Holloway et al, 2011, for further discussion). Defining 'aspiration' is complex, since while the term refers to hopes and imagining of future pathways, it can include a variety of expectations across a spectrum of achievability (Hirschi, 2010;Pimlott-Wilson, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…A small but growing body of research has begun to explore the relationship between aspiration and locality (Holloway et al, 2011;Pimlott-Wilson, 2011). Particular contexts, settings and spaces shape how aspirations are produced and managed (Pimlott-Wilson, 2011).…”

Section: Introductionmentioning

confidence: 99%

Aspirations for automobility: family geographies and the production of young people’s aspirations for cars

Barker

2014

Families, Relationships and Societies

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While a burgeoning body of research explores how families shape children's everyday experiences, less is known about how families influence children's future aspirations. Drawing on two research projects exploring children's mobility, this article explores children and young people's aspirations for cars in adulthood. The article considers what these aspirations can tell us about current and future relationships between children, siblings and parents. It draws on the concept of 'habitus' to demonstrate how expectations around future car ownership are not aspatial -aspirations are informed by locally derived cultures of parenting and local economic, political and planning contexts. In doing so, the article critiques broader theorisations of automobility that assume an independent, autonomous adult and instead points to an understanding of the role that families play in developing relationally produced aspirations about cars. key words children • aspirations • cars • family geographies

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“…But a well-informed view of the histories of children's geographies can be a valuable tool in helping us negotiate some of the extremes of academic debate, enabling us, to continue the culinary analogy, to produce a pudding with an appropriate balance of ingredients. So, for example, I would argue that an appreciation of feminist geographers' work on parenting has been important in saving geographies of children, youth and families from an overly narrow focus on children's micro-worlds that the new social studies of childhood might otherwise have stimulated (Holloway and Valentine 2000a), and recent Special Issues in this journal on Parenting (Jupp and Gallagher 2013b) and Education (Holloway, Brown, and Pimlott-Wilson 2011) continue to show the strength of our research beyond the all-knowing child. Similarly, Mitchell and Ellwood (2012) have highlighted the dangers of nonrepresentational approaches which jettison an appreciation of power relations seen in socio-structural approaches to childhood, but maintaining an awareness of these enduring axes of difference in reworking children's geographers engagement with nonrepresentational theory is producing valuable results (Holt 2013;Kraftl 2013).…”

Section: Conclusion: Diverse Pasts Presents and Futuresmentioning

confidence: 99%

Changing children's geographies

Holloway

2014

Children's Geographies

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157

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This keynote explores the changing nature of children's geographies as an academic project. It proceeds in four parts. Part 1 considers the shift away from research on children's spatial cognition which envisaged the child in largely biological terms, and contemplates contemporary efforts to rework the nature/culture dualism. Part 2 traces the incorporation of new social studies of childhood into geography, emphasising the importance of children's voices, their positioning within axes of power, and the need for quantitative and qualitative methods. Part 3 explores how feminist research led to interest in parents, educators and other actors/institutions which shape, and are shaped by, children's lives. Part 4 ponders what children's geographies might add to, and learn from, broader interdisciplinary debates, and the benefits and pitfalls of research impact. The conclusion argues that a well-informed appreciation of sub-disciplinary history provides a strong vantage point from which to engage with new ways of thinking.

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Editorial introduction: Geographies of education and aspiration

Cited by 55 publications

References 11 publications

Framing, overflowing, and fuzzy logic in educational selection: Zurich as a case study

Framing, overflowing, and fuzzy logic in educational selection: Zurich as a case study

Aspirations for automobility: family geographies and the production of young people’s aspirations for cars

Changing children's geographies

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