Introduction
A critical geographic lens focusing on space is important for identifying and understanding educational inequities. Until the twenty-first century, geography and education were discrete fields of study. While theorists had long examined spatial issues (e.g., school segregation, student discipline, tracking, etc.) and written about socio-spatial inequalities in education, space had largely been a “backdrop” in educational research. Until the “spatial turn,” space had not been the explicit focus of study nor had educational researchers employed geographic research methodologies. More recently, education researchers have begun to use tools and methodologies from human geography and other social sciences (e.g., sociology, philosophy, and anthropology) to examine the spatial arrangements of inequity in education.
The use of theories and methods from human geography has much to offer to the field of education in general and teacher education, specifically. For example, the...
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Gray, M.S. (2019). Critical Geographies of Education. In: Peters, M. (eds) Encyclopedia of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1179-6_216-1
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DOI: https://doi.org/10.1007/978-981-13-1179-6_216-1
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