Critical Geographies of Education: Introduction to the Special Issue
Critical Geographies of Education: Introduction to the Special Issue
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DOI：
10.1111/cag.12031
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发表时间：
2013-09
期刊：
影响因子：
--
通讯作者：
Tyler McCreary;R. Basu;A. Godlewska
中科院分区：
文献类型：
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作者：
Tyler McCreary;R. Basu;A. Godlewska
学校、学院和大学是充满活力的人类社区，是公共政策的工具，也是强有力的政治象征，在某种程度上涉及社会的大多数成员（Manzer 1994）。它们是传播文化知识和培养后代技能的中心机制，是邻里融合、社会资本形成和民间社会发展的关键场所（Basu，2004 a）。教育是一个核心机构，通过它实现管理的合理性，创造教育空间和教育差距的景观，在国家、地区、社区和学校内的各种规模上都可以观察到（Apple 2001 a; Basu 2004 b; Hay 2004）。由于在学校，学院和大学，后代被塑造成强大的政治和经济意识形态所想象的公民，关于谁控制教育及其所服务的功能的管辖权争议一直是教育政治的核心方面（Bale和Knopp 2012）。教育仍然是意识形态斗争和抵抗控制政权的关键场所，尤其是新自由主义改革和新技术的引入正在改变教育的空间、主体性和权力关系（Apple 2001 b; Giroux 2001，2002）。由于所有这些原因，教育空间是批判性地理分析的丰富主题（Basu 2010）。
Schools, colleges, and universities are vibrant human communities, instruments of public policy, and powerful political symbols involving, at one point or another, most members of society (Manzer 1994). They serve as a central mechanism for transmitting cultural knowledge and skilling future generations, as key sites of neighbourhood integration, in social capital formation, and in the development of civil society (Basu 2004a). Education is a central institution through which governing rationalities are materialized, creating educational spaces and landscapes of educational disparities observable at various scales within nations, regions, communities, and schools (Apple 2001a; Basu 2004b; Hay 2004). As it is in schools, colleges, and universities that future generations are formed into the citizenry imagined in powerful political and economic ideologies, jurisdictional disputes over who controls education and the function it serves have been central aspects of educational politics (Bale and Knopp 2012). Education remains a key site for ideological contestation and for resistance to regimes of control even, and especially, as neoliberal reforms and the introduction of new technologies are transforming the spaces, subjectivities, and power relations of education (Apple 2001b; Giroux 2001, 2002). For all these reasons, educational spaces are rich subjects of critical geographical analysis (Basu 2010).