Deterritorializing/Reterritorializing : Critical Geography of Educational Reform.

Intro -- Deterritorializing/Reterritorializing: Critical Geography of Educational Reform -- TABLE OF CONTENTS -- Acknowledgments -- Section One: Setting the Stage -- 1. About These Times -- 2. Critical Geography of Education: Theoretical Framework -- 3. Tuck and Guess' Foundational Question: Whose Places Are We Talking About? -- 4. Collaborating on Selfsame Land -- Section Two: Claims to Space -- 5. Reterritorializing as Community Activism in an Urban Community-School Transformation Initiative -- 6. They Called Us the Revolutionaries: Immigrant Youth Activism as a Deleuzian Event -- 7. Seeking Lefebvre's Vécu in a "Deaf Space" Classroom -- 8. Story Maps as Convincing Representations of Claims to Space -- Section Three: Spatial Politics -- 9. Same as It Ever Was: U.S. Schools as Jim Crow Spaces -- 10. Welcome to Zombie City: A Study of a Full Service Community School and School Choice -- 11. The Scales of Power in School District Secession -- 12. Developing a Critical Space Perspective in the Examination of the Racialization of Disabilities -- 13. Genderplay and Queer Mapping: Heterotopia as Sites of Possible Gender Reform as Spatial Reconstruction -- 14. Latino Neighborhood Choice: Suburban Relocation -- Afterword -- Telling Our Own Stories: A Provocation for Place-Conscious Scholars -- Index.

This volume features scholars who use a critical geography framework to analyze how constructions of social space shape education reform. In particular, they situate their work in present-day neoliberal policies that are pushing responsibility for economic and social welfare, as well as education policy and practice, out of federal and into more local entities.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.