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

Authors

S Jones, University of Georgia
J J. Thiel, University of Tennessee
D Davila, University of Nevada, Las VegasFollow
E Pittard, Georgia State University
J F. Woglom, Humboldt State University
X Zhou, University of Georgia
T Brown, University of Georgia
M Snow, University of Georgia

Document Type

Article

Publication Date

1-1-2016

Publication Title

American Educational Research Journal

Volume

53

Issue

4

First page number:

1126

Last page number:

1158

Abstract

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. © 2016, © 2016 AERA.

Keywords

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

Language

English

Repository Citation

Jones, S., Thiel, J. J., Davila, D., Pittard, E., Woglom, J. F., Zhou, X., Brown, T., Snow, M. (2016). Childhood Geographies and Spatial Justice: Making Sense of Place and Space-Making as Political Acts in Education. American Educational Research Journal, 53(4), 1126-1158.
http://dx.doi.org/10.3102/0002831216655221