‘Everywhere they are trying to hide poverty. I hate it!’: Spatial practices of the urban poor in Calgary, Canada

Meij, Erik; Haartsen, Tialda; Meijering, Louise

doi:10.1016/j.geoforum.2020.10.002

Cited by 6 publications

(9 citation statements)

References 30 publications

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“…The DBPL was conducted in an urban zone (SDC) comprising 47 schools. This zone of the city, one out of five zones, where the study was conducted and is located in a zone that is described as highly marginalized and socio-spatially polarized (Townshend et al, 2018) with a growing concentration of low-and very-low-income residents in suburban neighborhoods (Meij et al, 2020). The group of schools in the SDC zone has the highest population of identified Aboriginal students with a lower socioeconomic family background (Baker, 2014;Tomaszewski et al, 2020), and higher student mobility than other zones in the city.…”

Section: Overview Of the Research Site Under Studymentioning

confidence: 99%

Emergence in School Systems: Lessons from Complexity and Pedagogical Leadership

Alonso-Yanez

Preciado-Babb

Brown

et al. 2021

cjeap

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The theoretical framework for this study draws on conceptual advances from two bodies of scholarship: 1) complexity thinking in education, which has recently focused on school system change and, 2) school leadership research, which has recently attended to the effects of leadership interventions to school improvement. Using a complexity-thinking framework, the purpose of this study was to understand how leadership practices contribute to shaping change in school systems and how change occurred across the system. Our study was conducted in an urban centre in Alberta within a public-school jurisdiction and in an area of the city that had a high population of students from culturally and linguistically diverse backgrounds from low-income households compared to other areas across the school jurisdiction. Students in this area typically scored in the lowest quartile on provincial standardized examinations. Our findings are significant because complexity thinking in the context of school leadership has not received sufficient empirical attention. In our study we identified and described pedagogical leadership practices that play a central role in redressing disparities currently found in schools.

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Section: Overview Of the Research Site Under Studymentioning

confidence: 99%

Emergence in School Systems: Lessons from Complexity and Pedagogical Leadership

Alonso-Yanez

Preciado-Babb

Brown

et al. 2021

cjeap

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“…and David Harvey (2008) put forward the notion of 'the right to the city'. Considering the overpowering effect of capitalism and neoliberalism on everyday life and urban space (see Harvey, 2008;Peck, 2012), the right to the city promotes the right of ordinary citizens to influence the processes that shape their city in such a way that it aligns with their views and everyday practices (see Meij et al, 2020b). In this sense, the right to the city symbolized through everyday practices connects to Anthony Giddens' structuration theory, which looks at the reciprocal effects of structure and human agency (Giddens, 1991).…”

Section: Everyday Practices and Social Exclusionmentioning

confidence: 99%

“…The third and final case study on which this chapter draws was set in a disadvantaged neighborhood in Calgary, Alberta in Canada (see Meij et al, 2020b). This study focused on understanding the everyday practices of participants facing poverty in relation to ongoing urban development in the area.…”

Section: Three Studiesmentioning

confidence: 99%

“…Due to the difficulties participants experienced on a daily basis to navigate support services in the area, some participants and I agreed I would seek collaboration with certain service providers in the area and design a map depicting locations where basic needs services were offered in the area. This map, in an adapted form, was published in the journal article in Geoforum (see Meij et al, 2020b), however, much to my regret, the map has not been distributed in the area yet. Due to the time difference, geographical distance, and the developing COVID-19 pandemic, it has proven difficult for me to maintain the connections required to distribute the map on a wider scale.…”

Section: Leaving the Fieldmentioning

confidence: 99%

“…In times of increasing socio-spatial inequalities, ethnography is a recognized approach in social science for the study of social and spatial disparities. Due to the high level of detail in ethnographic studies, this approach is particularly suited to deepen the understanding of complex societal and spatial issues through conveying everyday social dynamics and lived experiences of inequality (see Isaac and Bernstein, 2021;Meij et al, 2020aMeij et al, , 2020b.…”

Section: Introductionmentioning

confidence: 99%

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Lives on Edge: everyday practices of people experiencing poverty in disadvantaged areas

Meij¹

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Identifying Challenges, Enabling Practices, and Reviewing Existing Policies Regarding Digital Equity and Digital Divide Toward Smart and Healthy Cities: Protocol for an Integrative Review

Turin¹,

Subroto²,

Raihan³

et al. 2022

JMIR Res Protoc

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Background Digital equity denotes that all individuals and communities have equitable access to the information technology required to participate in digital life and can fully capitalize on this technology for their individual and community gain and benefits. Recent research highlighted that COVID-19 heightened the existing structural inequities and further exacerbated the technology-related social divide, especially for racialized communities, including new immigrants, refugees, and ethnic minorities. The intersection of challenges associated with racial identity (eg, racial discrimination and cultural differences), socioeconomic marginalization, and age- and gender-related barriers affects their access to health and social services, education, economic activity, and social life owing to digital inequity. Objective Our aim is to understand the current state of knowledge on digital equity and the digital divide (which is often considered a complex social-political challenge) among racialized communities in urban cities of high-income countries and how they impact the social interactions, economic activities, and mental well-being of racialized city dwellers. Methods We will conduct an integrative review adapting the Whittemore and Knafl methodology to summarize past empirical or theoretical literature describing digital equity issues pertaining to urban racialized communities. The context will be limited to studies on multicultural cities in high-income countries (eg, Calgary, Alberta) in the last 10 years. We will use a comprehensive search of 8 major databases across multiple disciplines and gray literature (eg, Google Scholar), using appropriate search terms related to digital “in/equity” and “divide.” A 2-stage screening will be conducted, including single citation tracking and a hand search of reference lists. Results will be synthesized using thematic analysis guidelines. Results As of August 25, 2022, we have completed a systematic search of 8 major academic databases from multiple disciplines, gray literature, and citation or hand searching. After duplicate removal, we identified 8647 articles from all sources. Two independent reviewers are expected to complete the 2-step screening (title, abstract, and full-text screening) using Covidence followed by data extraction and analysis in 4 months (by December 2022). Data will be extracted regarding digital equity–related initiatives, programs, activities, research findings, issues, barriers, policies, recommendations, etc. Thematic analysis will reveal how barriers and facilitators of digital equity affect or benefit racialized population groups and what social, material, and systemic issues need to be addressed to establish digital equity for racialized communities in the context of a multicultural city. Conclusions This project will inform public policy about digital inequity alongside conventional systemic inequities (eg, education and income levels); promote digital equity by exploring and examining the pattern, extent, and determinants and barriers of digital inequity across sociodemographic variables and groups; and analyze its interconnectedness with spatial dimensions and variations of the urban sphere (geographic differences). International Registered Report Identifier (IRRID) DERR1-10.2196/40068

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‘Everywhere they are trying to hide poverty. I hate it!’: Spatial practices of the urban poor in Calgary, Canada

Cited by 6 publications

References 30 publications

Emergence in School Systems: Lessons from Complexity and Pedagogical Leadership

Emergence in School Systems: Lessons from Complexity and Pedagogical Leadership

Lives on Edge: everyday practices of people experiencing poverty in disadvantaged areas

Identifying Challenges, Enabling Practices, and Reviewing Existing Policies Regarding Digital Equity and Digital Divide Toward Smart and Healthy Cities: Protocol for an Integrative Review

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