Childhood Geographies and Spatial Justice: Making Sense of Place and Space-Making as Political Acts in Education

被引：43

作者：

Jones, Stephanie ^{[1
]}

Thiel, Jaye Johnson ^{[2
]}

Davila, Denise ^{[3
]}

Pittard, Elizabeth ^{[4
]}

Woglom, James F. ^{[5
]}

Zhou, Xiaodi ^{[6
]}

Brown, Taryrn ^{[7
]}

Snow, Marianne ^{[6
]}

机构：

[1] Univ Georgia, 225 Cambridge Dr, Athens, GA 30606 USA

[2] Univ Tennessee, Dept Child & Family Studies, Knoxville, TN USA

[3] Univ Nevada, Dept Teaching & Learning, Las Vegas, NV 89154 USA

[4] Georgia State Univ, Atlanta, GA 30303 USA

[5] Humboldt State Univ, Dept Art, Arcata, CA 95521 USA

[6] Univ Georgia, Dept Language & Literacy Educ, Athens, GA 30602 USA

[7] Univ Georgia, Dept Educ Theory & Practice, Athens, GA 30602 USA

来源：

AMERICAN EDUCATIONAL RESEARCH JOURNAL | 2016年 / 53卷 / 04期

关键词：

spatial justice; children's geographies; feminist new materialisms; Reggio Emilia; social class-sensitive pedagogies;

D O I：

10.3102/0002831216655221

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：1126 / 1158

页数：33

共 30 条

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