Abstract
Researchers have long argued that the spatial dimensions of our lives, in addition to the social and historical, have important practical and policy significance (Lefebvre, 1991; Soja, 1989, 2010). Although theorizing space has increased in recent years in a number of disciplines, including sociology, anthropology, postcolonial studies, and economics, to name a few (Peake & Schein, 2000), it has been relatively under-theorized in education (Tate, 2008).
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Tefera, A.A., Aguilar, C.R., Artiles, A.J., Voulgarides, C.K., Vélez, V. (2017). Developing a Critical Space Perspective in the Examination of the Racialization of Disabilities. In: Ares, N., Buendía, E., Helfenbein, R. (eds) Deterritorializing/Reterritorializing. Breakthroughs in the Sociology of Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-977-5_12
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DOI: https://doi.org/10.1007/978-94-6300-977-5_12
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