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RUNDMAIL “KINDER- UND JUGENDGEOGRAPHIEN”
September2016
Foto:AliceBuillard(ProZürcherBerggebiet)
Rundmail „Kinder- und Jugendgeographien“ Herbst 2016
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LiebeLeser_innen,MitdieserRundmailwollenwiralle,dieandemweitgefasstenForschungsbereich“Kinder-undJugendgeographien”interessiertsind,überaktuelleEntwicklungenundPublikationeninformieren.WirverstehenunsalsMultiplikator_innenundmöchteneuchdazumotivieren,BeiträgefürdienächsteAusgabederRundmaileinzureichen.HerzlichwillkommensindInformationenundTextezufolgendenAspekten:aktuelleForschungsprojekteundPublikationen,RückblickundAusblickaufKonferenzen,gesellschaftlichrelevanteTextefüreinbreitinteressiertesPublikum,AustauschüberdieeigeneLehreimBereichKinder-undJugendgeographienoderGeographienderBildung,HinweisezuVeranstaltungen,Kongressen,Vorträgenetc.DieaktuelleAusgabederRundmailistanderSchnittstellevonJugendgeographienund„GeographiesofEducationandLearning“angesiedeltundenthältBeiträgezufolgendenPunkten:
1.NeuePublikationen2.CallforPapers3.LaufendeForschungsarbeitenundRückblickaufKonferenzbeiträge
Wirwürdenunsfreuen,wennsichdienächsteAusgabederRundmail(geplantfürWinter2016)raschmitvieleninteressantenBeiträgenfüllenwürde.GernenehmenwirauchweitereIdeenundAnregungenvoneuchzurGestaltungdernächstenRundmailauf.DerKreisderRundmail-Leser_innenistbishereinkleinerundinteressierterundentstandprimärausdenTeilnehmendeninterdisziplinärenWorkshops„NewapproachestoChildren,YoungPeopleandEducation-Subjects,Transitions,Spaces"imDezember2014.DiesenKreiserweiternwirlaufendumPersonen,dieInteresseanThemenmitBezugzuKinder-undJugendgeographienhaben.WennihralsoweitereInteressiertekennt,sollendieseunsdochihreE-Mailzukommenlassen.EbensokönntihreuchjederzeitmiteinerformlosenE-MailausderVerteilerlistestreichenlassen.Mailsbittean:[email protected]ürsMit-Machen,Mit-DenkenundMit-GestaltenundvielSpassbeimLesen!IttaBauerundSaraLandoltInstitutfürGeographie,UniversitätZürich
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1.NeuePublikationenAnikaDuveneck(2016):Bildungslandschaftenverstehen.ZumEinflussvonWettbewerbsbedingungenaufdiePraxis.BeltzJuventa.Inhalt:KommunaleBildungslandschaftenhabendieBildungsdebatteerobert.KeinWunder:DasKonzeptversprichteineumfassendeReformdesdeutschenBildungssystems,diedievielfältigenProblemeimSinneallerBeteiligtenlöst.AnikaDuveneckanalysiert,warumesSchulentwicklungundVerwal-tungsmodernisierungbefördert,währenddiePotenzialenon-formalerBildungunddesEinbezugesjungerMenschennochungenutztbleiben.AnhanddesProjekts„CampusRütli“zeigtsieauf,dassdieUm-setzungdurchWettbewerbsbedingungenbestimmtwird,undworaufesankommt,umdiePotenzialedesKonzeptsvollzuentfalten.MehrzumBuchunter:https://www.beltz.de/fachmedien/sozialpaedagogik_soziale_arbeit/buecher/produkt_produktdetails/30949-bildungslandschaften_verstehen.html
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Bauer,Itta(2016):"VitalAssemblages"alsKonzepteinersozio-materiellenGeographiedidaktikundUnterrichtspraxis.In:GW-Unterricht142/143:62-70.AbstractAnknüpfendanBeiträgeausdersoziomateriellenBildungsforschungundzuperformativenGeographiengehtderBeitragderFragenach,wieSubjekteundObjektegemeinsamanderGestaltungvonGeographieundGeographieunterrichtbeteiligtsindundentwickelthierausdasKonzeptder„vitalassemblages“.DerArtikelnimmteineGeographiestundealsReferenzpunkt,umaufzuzeigen,worinderErkenntnisgewinnvon„vitalassemblages“bzw.einersoziomateriellenPerspektivefürdiegeographiedidaktischeForschungunddieSchulpraxisliegenkann.Englishtitle:Vitalassemblagesingeography:pavingthewayforteachinggeographyfromasocio-materialperspectiveDrawingonliteraturesonActor-NetworkTheoryandperformativegeographies,thisarticleelaboratesthequestionhowasociomateriallygrounded„Geographiedidaktik“enablesustoread(andpractice)geographyteachingandlearningdifferently.Theempiricalencounterofanormalclassroomsituationisusedasarecurringpointofreferencealongwhichtheconceptof„vitalassemblages“isbeingdeveloped.Thisview,however,radicallychallengesthewayweconceptualizetheactorsaswellastheperformancesofteachingandlearninggeography.Gryl,IngaundJasminNaumann(2016):MündigkeitimZeitalterdesökonomischenSelbst?BlindeFleckendesGeographielernensbildungstheoretischdurchdacht.In:GW-UnterrichtJg.141(1):19–30.AbstractVieleblindeFleckenzurGeographiedidaktik,wiesieeineSitzungaufdemDKG2015thematisiert,scheinengenaudazuliegen,woeinemanzipatorischerBildungsbegriffangebrachtwerdenkann,dersichu.a.durchKritik,ReflexivitätundInnovativitätimemanzipatorischenSinneauszeichnet.ZugleichmussdiesersorgsamvonTendenzenderBildunghinzueinem„ökonomischenSelbst“abgegrenztwerden.IndiesertheoretischenAbwägungwerdenAnsätzederGeographiedidaktikaufihrePassungzurAneignungeinesemanzipatorischenBildungszielsüberprüft.Englishtitle:Maturityintheageoftheeconomicself?Education-theoreticalexaminationofblindspotsingeographyteachingManyblindspotsofgeographyeducation,likethosediscussedinasessionontheDKG2015,arelocatedinpreciselythoseareaswhereanemancipatoryeducationshouldbeapplied,characterizedi.a.bycritique,re�exivityandinnovativenessinanemancipatorysense.Atthesametime,thetermemancipatoryeducationmustbedi�erentiatedfromeducationale�ortstowardsan‘economicself’.Inthistheoreticalanalysisapproachesfromgeographyeducationareexaminedintermsoftheirsuitabilityforachievingsuchaneducation.
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Mills,SarahandPeterKraftl(2016):CulturalGeographiesofEducation.In:culturalgeographies23(1),19-27.AbstractThisSpecialIssuefocusesexplicitlyupon,andseekstobringtogether,diverseculturalgeographiesofeducation.Itaimstobringintodialoguebothculturaland/orhistoricalgeographerswhoalreadypositionthemselveswithinthisfieldand/orwithinchildren’sgeographiesand,importantly,culturalgeographerswhoseworkisrelatedtoideasaboutlearning,education,governanceormoralgeographieswhowefeltcouldshednewlightonexistingideasthroughkeyconceptsandtheorieswithinculturalgeography.Contributorstothisspecialissueon“CulturalGeographiesofEducation”alsoincludeJessicaPykettandBryonyEnright,SarahMills,ChrisPhilo,JenniferLea,ChrisPhiloandLouisaCadman,DouglasLonieandLukeDickens,CaitlinCahill,LeticiaAlvarezGutiérrezandDavidAlbertoQuijadaCerecer.Skelton,T.andS.Aitken(ed.-in-chief)(ab2017):EstablishingGeographiesofChildrenandYoungPeople.Springer.Thisisareferenceworkonthegeographiesofchildrenandyoungpeopleandcomprises12volumesincludingthefollowingissues:
1.EstablishingGeographiesofChildrenandYoungPeople2.MethodologicalApproaches3.Space,Landscape,andEnvironment4.GeographiesofIdentitiesandSubjectivities5.Families,Intergenerationality,andPeerGroupRelations6.Movement,Mobilities,andJourneys7.Politics,CitizenshipandRights8.GeographiesofGlobalIssues:ChangeandThreat9.Play,Recreation,HealthandWellBeing10.LaboringandLearning11.Conflict,Violence,andPeace12.Risk,Protection,ProvisionandPolicy
FeministischeGeoRundmailNr.52/2015:Themenheft:Kinder-undJugendgeographien.Mehrdazu:http://ak-geographie-geschlecht.org/rundmail/EineinteressanteZusammenstellungvonaktuellerLiteraturzu“GeographiesofEducationandLearning”findetsichimAnhangandiebeidenCallforPaperszuGeographie&EducationfürdieAAG2017(S.7&9).
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2.CallforPapersAAG2017|Boston,MA|5th-9thApril–CallForPapers Sessiontitle:TheorizingtheGeographiesofEducationandLearning Sessionruninconjunctionwith:What’sSchoolGottoDowithIt?:Race,Resistance,andaCallforCriticalGeographiesofEducation(sessiondetailsbelow) Organizers:NicoleNguyen(UniversityofIllinois-Chicago),AliceHuff(UCLA),DanCohen(UniversityofBritishColumbia) Whilstitmayhavebeenthecasethatuntilrecently“educationhasremainedonthemarginsofcriticalgeographicalthought”inAnglophoneliteratureatleast(HansomThiem,2009:154),therehasbeenasignificantburgeoningofthegeographiesofeducationsincethen.Thoughnotconceivedashavingthecoherenceofothersubdisciplines,amorepositivereadingofthewiderstateofresearchisthatthatthegeographiesofeducationhaveavoided“subdisciplinaryconfinement”byconsistentlysituating“educationinthecontextofbroaderdebateswithinthediscipline”(Holloway,2010:584).WithacallforaCriticalGeographiesofEducationAAGspecialtygroupthepromiseandriskofthatsubdisciplinarycoherencemaybothberealized.Nevertheless,whetherthegeographiesofeducationandlearninghavebeendisparateor,morecharitably,resolutelypluralsuchdiversityprovidescreativechallengesfortheorizingthegeographiesofeducationandlearning.Theinteractionwith'turns'(KenwayandYoudell,2011;Waters,2016)orengagementwithexistinggeographicalsubdisciplines(seelistbelowforexamples)haswidenedthefieldofviewconsideringeducationacrossthelifecourse;thehistories,presentsandfuturesofeducation;therelevanceofattendingtolearningnotonlyeducation,andtheimportanceof'alternative'formsofeducationandeducationandlearningacrossin/formalspaces.Whetherdrawingonmarxisms,criticalracetheories,post-colonialisms,feminisms,ANTandpost-structuralapproachesthereisasimilartheoreticaldiversity(Bauer,2015;Lipman,2011;Madgeetal.,2009;Olds,2007).Thesessionthereforeseekspaperswhichconsider:
- whatkindoftheoriesforwhatkindsofgeographiesofeducationandlearning?
- whattheories,ortheoreticalinnovation,dogeographiesofeducationandlearningofferthewiderdisciplineandotherdisciplines?
- theplace,promiseandrisksoftheoryinboundary-making/markingorpolicingsubdisciplineswithrespecttogeographiesofeducationandlearning
- empiricalpaperswhichforegroundtheirtheoreticalcontributiontothegeographiesofeducationandlearning
Pleasesubmitpaperabstractstosessionorganizer:MattFinn(UniversityofExeter)[email protected],2016.Pleaseprovideatitle,presenterdetailsandanabstract(250words)
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ReferencesBauer,I.(2015)ApproachinggeographiesofeducationdifferANTly,Children'sGeographies,13(5):
620-627 Butler,T.andHamnet,T.(2007)Thegeographyofeducation:Introduction(Editorial),UrbanStudies
44(7):1161-1174 Collins,D.,&Coleman,T.(2008).Socialgeographiesofeducation:lookingwithin,andbeyond,school
boundaries.GeographyCompass,2(1),281-299. Collins,F.L.andHo,K.C.,GuestEds.(2014)SpecialIssue:GlobalisingHigherEducationandCitiesin
AsiaandthePacific,AsiaPacificViewpoint,55(2):127–257 DriverF.andA.Maddrell,(1996)Editorial:GeographicalEducationandCitizenship,Journalof
HistoricalGeography,22:4. Dwyer,C.,andParutis,V.(2013)'Faithinthesystem?'State-fundedfaithschoolsinEnglandandthe
contestedparametersofcommunitycohesion,TransactionsoftheInstituteofBritishGeographers,38(2):267-284
Gagen,E.A.(2000)Anexampletousall:childdevelopmentandidentityconstructioninearly20th-centuryplaygrounds,EnvironmentandPlanningA,32:599-616
Gagen,E.(2004)MakingAmericaflesh:physicalityandnationhoodinearly-twentiethcenturyphysicaleducationreform,CulturalGeographies11:417–42.
Hamnett,C.,&Butler,T.(2011).“Geographymatters”:TheroledistanceplaysinreproducingeducationalinequalityinEastLondon.TransactionsoftheInstituteofBritishGeographers,36(4),479–500.
HansonThiem,C.(2009)Thinkingthrougheducation:thegeographiesofcontemporaryeducationalrestructuring,ProgressinHumanGeography,33(2):154–73
Hemming,P.J.(2015)Religionintheprimaryschool:Ethos,diversity,citizenship.Abingdon:Routledge
Holloway,S.L.,Hubbard,P.,Jöns,H.,andPimlott-Wilson,H.(2010),Geographiesofeducationandthesignificanceofchildren,youthandfamilies,ProgressinHumanGeography,34(5):583-600
Holloway,S.L.,andJöns,H.(2012)Geographiesofeducationandlearning,TransactionsoftheInstituteofBritishGeographers,37(4):482-488
Holt,L.,Lea,J.andBowlby,S.(2012)Specialunitsforyoungpeopleontheautisticspectruminmainstreamschools:sitesofnormalisation,abnormalisation,inclusion,andexclusion,EnvironmentandPlanningA,44:2191-2206
Lipman,P.(2011).Thenewpoliticaleconomyofurbaneducation:Neoliberalism,race,andtherighttothecity.NewYork:Routledge.
Madge,C.,Raghuram,P.,Noxolo,P.(2015)Conceptualizinginternationaleducation:Frominternationalstudenttointernationalstudy,ProgressinHumanGeography,39(6):681-701
Madge,C.Raghuram,P.andNoxolo,P.(2009)Engagedpedagogyandresponsibility:apostcolonialanalysisofinternationalstudents,Geoforum,40,1,34-45.
McCreary,T.,Basu,R.andGodlewska,A.(2013)Introduction.CriticalGeographiesofEducation,TheCanadianGeographer/LeGéographecanadien.57,3:255-59
Mills,S.(2013)‘Aninstructioningoodcitizenship’:scoutingandthehistoricalgeographiesofcitizenshipeducation,TransactionsoftheInstituteofBritishGeographers,38(1):120-134
Mills,S.(2016)Geographiesofeducation,volunteeringandthelifecourse:theWoodcraftFolkinBritain(1925–75),culturalgeographies23(1),103-119
Mills,S.andKraftl,P.(2016)CulturalGeographiesofEducation,culturalgeographies,23(1),19-27 Olds,K.(2007)‘Globalassemblage:Singapore,Westernuniversities,andtheconstructionofaglobal
educationhub‘,WorldDevelopment,35(6):959-975. Philo,C.(2016),‘Lookingintothecountrysidefromwherehehadcome’:placingthe‘idiot’,the‘idiot
school’anddifferentmodelsofeducatingtheuneducable,culturalgeographies,23(1):139-157 Pykett,J.(2010)Editorial:ThePedagogicalState.Education,Citizenship,Governing,Citizenship
Studies14:6,pp617-619 Pykett,J.(2012)“Makingyouthpublicsandneuro-citizens:criticalgeographiesofcontemporary
educationalpractice”inP.Kraftl,J.HortonandF.Tucker(Eds.)YouthMatters:criticalgeographiesofchildrenandyouth:policyandpractice.PolicyPress,Bristol
WatersJ.L.(2016)Educationunbound?Enliveningdebateswithamobilitiesperspectiveonlearning,ProgressinHumanGeography,OnlineFirst,1–20
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AAG2017|Boston,MA|5th-9thApril–CallForPapers Sessiontitle:What’sSchoolGottoDowithIt?:Race,Resistance,andaCallforCriticalGeographiesofEducation Organizers:NicoleNguyen(UniversityofIllinois-Chicago),AliceHuff(UCLA),DanCohen(UniversityofBritishColumbia) InAugust2016,BlackLivesMatterpublishedareport,AVisionforBlackLives:PolicyDemandsforBlackPower,Freedom,andJustice,thatdetaileditsorganizingplatform.Inthisreport,BlackLivesMatterdenouncedtheprivatizationofeducationandcalledfortheinstallationof“realcommunitycontrolbyparents,students,andcommunitymembers”throughdemocraticschoolboardsandcommunitycontrolofcurriculum,hiringandfiring,anddisciplinepolicies.ThereportrecognizedthateducationreformintheUnitedStatescontinuesto“strip[]Blackpeopleoftherighttoself-determinethekindofeducationtheirchildrenreceive.”FortheBlackLivesMattermovement,community-controlledpubliceducationisessentialtoBlackfreedomandthusakeypolicydemandandsiteofstruggle. Giventheurgencyofthecurrentpoliticalmoment,thissessionexaminesthecentralityofeducationinstrugglesforfreedom,justice,andself-determination.Whetherunderstoodasthe“finalfrontier”ofgentrification(Hankins,2007)oranessentialelementofsocialreproduction(Katz,2008),schoolsincreasinglyserveasimportantsitesofgeographicinquiry,bothinintellectualpursuits(Lipman,2011)andingrassrootsorganizing(Huff,2013;Kearns,Lewis,McCreanor,&Witten,2009).Despitethecompellingassociationsbetweeneducationandgeographyandanenduringdisciplinaryinterestinvariousaspectsofthisrelationship,acohesivesubfielddedicatedtothecriticalexaminationofgeographiesofeducationhasnotyetemerged.Weinviteproposalsthatadvancethesubfieldofcriticalgeographiesofeducation(e.g.,Basu,2004;Gulson,2011;Hamnett&Butler,2011;Holloway,Hubbard,Jons,&Pimlott-Wilson,2010;Mitchell,2003;Witten,Kearns,Lewis,&McCreanor,2003)and/orexaminethecentralityofeducationinbroadergeographicinquiry(e.g.,Butler,Hamnett,&Ramsden,2013),withparticularattentiontosocialmovements.Throughtheorganizingofthissession,weaimtodevelopaCriticalGeographiesofEducationAAGspecialtygroup. Potentialareasofinquirymightinclude:
- Grassrootsorganizingrelatedtoeducationandbroadersocialstrugglescontestinganti-Blackandracistpolicies,neoliberalizationandausterity(e.g.,BlackYouthProject100andBlackLivesMatter).
- Theindependentbutco-constitutiveorderingsystemsofracismandclassismandtheroleofschooling.
- Howsocialprocessescentraltogeographicinquiryareshapedby,andshape,schools(e.g.,citizenship,gentrification,placemaking).
- Theroleofschoolsassitesofsocialreproductioninbothreproducingandcontestingdominantlogics.
- Therelationshipbetweeneducationpolicy/reformandpossibilitiesfornewformsofcitizenshipandcollectiveaction.
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Pleasesubmitpaperabstractstonguyenn@uic.edunolaterthanSeptember30,2016 References Basu,R.(2004).AFlyvbjergianperspectiveofpublicelementaryschoolclosuresinToronto:A
questionof“rationality”or“power”?EnvironmentandPlanningC:GovernmentandPolicy,22(3),423–451.
Butler,T.,Hamnett,C.,&Ramsden,M.J.(2013).Gentrification,educationandexclusionarydisplacementinEastLondon.InternationalJournalofUrbanandRegionalResearch,37(2),556–575.
Gulson,K.N.(2011).Educationpolicy,space,andthecity:Marketsandthe(in)visibilityofrace.NewYork:Routledge.
Hamnett,C.,&Butler,T.(2011).“Geographymatters”:TheroledistanceplaysinreproducingeducationalinequalityinEastLondon.TransactionsoftheInstituteofBritishGeographers,36(4),479–500.
Hankins,K.B.(2007).Thefinalfrontier:Charterschoolsasnewcommunityinstitutionsofgentrification.UrbanGeography,28(2),113–128.
Holloway,S.L.,Hubbard,P.,Jons,H.,&Pimlott-Wilson,H.(2010).Geographiesofeducationandthesignificanceofchildren,youthandfamilies.ProgressinHumanGeography,34(5),583–600.
Huff,A.(2013).Reformingthecity:NeoliberalschoolreformanddemocraticcontestationinNewOrleans.TheCanadianGeographer,57(3),311–317.
Katz,C.(2008).Badelements:Katrinaandthescouredlandscapeofsocialreproduction.Gender,Place&Culture:AJournalofFeministGeography,15(1),15–29.
Kearns,R.A.,Lewis,N.,McCreanor,T.,&Witten,K.(2009).“Thestatusquoisnotanoption”:CommunityimpactsofschoolclosureinSouthTaranaki,NewZealand.JournalofRuralStudies,25(1),131–140.
Lipman,P.(2011).Thenewpoliticaleconomyofurbaneducation:Neoliberalism,race,andtherighttothecity.NewYork:Routledge.
Mitchell,K.(2003).Educatingthenationalcitizeninneoliberaltimes:Fromthemulticulturalselftothestrategiccosmopolitan.TransactionsoftheInstituteofBritishGeography,28(4),387–403.
Witten,K.,Kearns,R.A.,Lewis,N.,&McCreanor,T.(2003).Educationalrestructuringfromacommunityviewpoint:acasestudyofschoolclosurefromInvercargill,NewZealand.EnvironmentandPlanningC:GovernmentandPolicy,21(2),202–223.
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3.LaufendeForschungsarbeitenundRückblickaufKonferenzbeiträgeYouth,NightlifeandDigitalMedia(workingtitle)JasmineTruong(PhDcandidate),UniversityofZurichSupervisor:Dr.SaraLandolt,UniversityofZurichItisagrowingphenomenonthatyoungpeopleusemobileinformationandcommunicationtechnologiesduringtheirnightlifeexperiences.Discussionsofnewdigitaltechnologiesoftenfallintoan‘inflatedandvaguerhetoric’(Rose,2016).Togivesubstancetotherhetoric,myPhDprojecton“Youth,NightlifeandDigitalMedia”offersanempiricalexaminationofhowyoungpeople’snightlifepracticesshapeandareshapedbyengagementwithdigitaltechnologies.Iinvestigatehowsocialcommunicationtechnologiesestablish,maintain,extendandformnightliferelationsandsociabilities.Ifurtherelaborateonhowcarryingsocialtechnologiesclosetothebodyandwithinreachalterhowyoungpeopleorientthemselveswhiletheyareout.Furthermore,Iexaminehowsocialmediaextendyoungpeople’snightlifeperformances.Digitaldeviceslikedigitalcameras,smartphones,tablets,andonlineplatformssuchasFacebook,Instagram,Snapchat,Whatsapp,YouTube,Vimeo,alongwithcorrespondingsoftwareappsresponsivetoportabledevices,haveenabledpeopletoengageinmanyformsofself-presentations.Relatedtoyoungpeople,nightlifeperformancesarenolongerboundtobars,clubs,homeparties,orpublicspacesofthecityatnight.Theyareincreasinglyalsoextendedintodigitalspaces.Inthislight,Ianalyzehownightlifeperformancesalsoemergeininterfaceswhere,asfollowingRose(2016)‘threekindsofbiologicalandinorganicentitiesconvergetocreateaninterfaceperformatively:humanpractices,hardwaredevices,andsoftwarecode’.TheaimofmyPhDprojectistotraceandfurtherdevelopourunderstandingoftherelationsbetweenhumanpractices,hardwaresandsoftwaresinthespecificcaseofyoungpeople’snightlife.ThePhDprojectispartoftheSNSFprojectYouth@Night–Amulti-disciplinarymulti-methodstudyofyoungpeople'sgoingoutanddrinkingbehaviors,fundedbytheSwissNationalScientificResearchFoundation'smultidisciplinarystudiesprogram(Ref.CR12I1_150181/1).ItisbasedatSuchtSchweiz,Lausanne,researchpartsareleadedbySuchtSchweiz,Lausanne,IDIAP,MartignyandHumanGeography,UniversityofZurich,2014-2016.Contact:[email protected]:Rose,G.(2016).Rethinkingthegeographiesofcultural“objects”throughdigital
technologies:Interface,networkandfriction.ProgressinHumanGeography,40,334–351.http://doi.org/10.1177/0309132515580493
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ConferenceoftheIBG-RGSinLondon,2016AufderConferenceoftheInstituteofBritishGeographers/RoyalGeographicSociety30thAugust–3rdSeptemberinLondongabesmehrereSessionszuGeographiesofeducation.Soetwazu“Geographiesofyouth,schoolsandeducation”,“Playfulbeinigoutdoor:research,pedagogyandpractice”.IttaBauer,SaraLandolt(beideUniversitätZürich)undVerenaSchreiber(PHFreiburg)organisiertenzweiSessionszufolgendemThemenschwerpunkt:"ThenexusbetweenYoungPeople`sGeographiesandGeographiesofEducation".Umauchdenjenigen,welchedieKonferenzinLondonnichtbesuchenkonnteneinenEinblickzugeben,habenwirdieAbstractsdereinzelnenVorträgedieserSessionaufgeführt:Session1:ConceptsPeterKraftlundSarahMills:Towardsculturalgeographiesofeducation:Youngpeople,securityandthelandscapesoflearningUniversityofBirminghamundUniversityofLoughboroughAbstract:Children’sgeographiesandthegeographiesofeducationhavebecomeestablished,overlappingfieldsofinquiry.Yetneitherfieldhas–whethertogetherorapart–offeredmuchconsiderationastowhatculturalgeographiesofeducationmightlooklike.Thispaperwillsketchouthowandwhyculturalgeographiesofeducationcouldproceed.Itwilldrawontheauthors’previousresearchinarangeofformal,informalandalternativelearningenvironments–themajorityofwhichprovidelearningexperiencesforchildrenandyoungpeople.Thepaperwillfirstlyassesskey,contemporarychallengesinthefieldofyoungpeople’seducation,whereinacultural-geographicperspectivewouldenabledeeperanalyses.Subsequently,itwillanalysetwosuchchallengesinmoredetail:securityandthe(built)landscapesofeducation.Intermsofsecurity,itwillexaminehowdebatesaboutcitizenshipareentangledwithquestionsofemergencypreparedness,vulnerabilityandthe‘futures’ofchildhood.Intermsof(built)landscapes,thepaperwillcriticallyanalysehowthematerialitiesoflearningintersectnotonlywithincome-basedinequalities,butemerging,class-basedconsumptionpractices.Thepaperwillconcludebyhighlightingsomekey,futureconsiderationsfortheculturalgeographiesofeducation.Contact:[email protected]@lboro.ac.uk
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MattFinn:Theawkwardgeographiesofschooling–workingattheintersectionofgeographiesofeducation,childhoodandyouthUniversityofExeterAbstract:Thereisanawkwardnesstothegeographiesofschoolingincontemporaryhumangeographyliterature.Ontheonehandschoolsarecentraltothelivesandexperiencesofmanychildrenandyoungpeopleandyetcallstogobeyondthehome-school-playgroundtriad(MatthewsandLimb,1999)suggestedtheneedforschoolingtobedecentredinthegeographiesofchildrenandyoungpeople’slives;thereweremanyotherspacesthatwarrantedattention.Similarlyinthegeographiesofeducationandlearning,schoolsareagainrecognisedascentralbut,historicallyandspatially,asonlyonesetofspacesamongmanyinandthroughwhichlearningtakesplace.Thesetwinmovestopluralisethespacesofeducationandalsoofchildhoodandyouth,amongstothermoves,servedtoleavethegeographiesofschoolingawkwardlypositionedascentralanddecentred.InthispaperIofferareadingofthisawkwardnessandsuggestthatgeographiesofschoolingofferonewayofworkingwiththeproductivetensionsatthenexusofchildrenandyoungpeople’sgeographiesandthegeographiesofeducationandlearning.Iarguefortheneedtorefuseasetofbinariesthatwouldpositionthesegeographiesasoppositionalandargueforgreaterreflexivitywithregardtotheeducationalbiographiesofresearchersasoneimportantresponse.Contact:[email protected]
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IttaBauer:NexusGeographiesofYoungPeopleUniversityofZürichAbstract:Theincreasinginterestandpublicationactivitywithinthefieldofgeographiesofeducationhasalsoenrichedthediscoursewithinchildren`sandyoungpeople`sgeographies.Thenexusofthesetwofieldsofinterestofferednewwaystoempiricallyaswellastheoreticallyengagewithwiderissuesrelatedtoyoungpeopleandtheirfutures,e.g.migrationandneoliberalizationofeducation.Nevertheless,thearticleaimstopointoutthatquestionsoflearninggeographyhavenotquiteconsideredrelevantbythisscientificcommunity,yet.Thepaperthereforearguesinfavorofnexusgeographiesofyoungpeoplethatextendsitsfocustoaspectsofgeographyandlearning.TheempiricalpartofthispaperillustratesresearchwithyoungpeoplethatareattendingasecondaryschoolinSwitzerland.WiththehelpofethnographicresearchmethodsIelaboratetheirunderstandingsof"geography".Theyoungpeopleinthisclassareinvitedonafieldtripthatfollowsanaturepathrecentlydevelopedbygeographystudents.Theaimofthisnaturepathistoentwineapproachesto"more-than-representationalgeographies"withinclusiveformsoflearninginvolvingdifferentsensesanddoingsofgeography.Icriticallydiscusstheyouths`attitudestowards"geography"beforeandafterthefieldtrip.Itwillbeinterestingtostudyifandhowtheirattitudestowardsthecontentsandpossibledoingsof"geography"willbealteredbytheoutdoorexperience.Intheconclusion,Iwanttoreflectontheresultsofthisstudyandelaborateaspectsthatmayberelevanttonexusgeographiesofyoungpeoplefruitfullyengagingaspectsofgeographiesofeducation,geographyeducationandyoungpeople`sgeographies.Contact:[email protected]
Rundmail „Kinder- und Jugendgeographien“ Herbst 2016
Session2:InequalitiesChristyKulz:Spacesofmarginalisation:schoolexclusionandtheproductionofinequalityinLondonCambridgeUniversity'sFacultyofEducationAbstract:ThispaperwillexaminehowspatialtechniquesareemployedwithintheEnglishschoolsystemtoexcludeincompliantstudents.Itwillexploreshowpunitiveinternalexclusionunitsandthepermanentexclusionofchildrenworkstomarginaliseyoungpeopleandreproduceraced,classedandgenderedinequalities.ThepaperwilldrawontwodatasetsbasedinLondon:onewithinaflagshipsecondaryschoolandoneexploringtheprocessofpermanentexclusionthroughtheexperiencesofparents,teachersandlocalauthorityofficials.Punitivespacesofexclusionenactedwithinschoolsnotonlyutilisespatialseparationtodisciplineunrulysubjects,theyalsocreatesocialdistancebetweentheexcluded,education,andtheirpeers.Thepaperusespost-structuralandpostcolonialtheorytoanalysetheproductionofdifferenceandinequality.Whilefrequentlycolloquiallyreferredtoas‘sinbins’or‘prisons’,theseunitsaregivenmoreoptimistictitlesbyinstitutionslike‘thelearningsupportunit’yetremainunderpinnedbyapunitiveratherthanarehabilitativeapproach.Gender,classandraceare(re)producedthroughthesesystemswhichtargetethnicminorityandworking-classstudentswhohavelittlescopeforredressunderthecurrentsysteminEngland.Contact:[email protected]
Rundmail „Kinder- und Jugendgeographien“ Herbst 2016
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AnikaDuveneck:ContestedlandscapesofchildhoodandeducationFUBerlinAbstract:ThepaperdealswiththeGerman“LandscapesofEducation”Concept.LandscapesofEducationaimatimprovingyoungpeoples’educationthroughsystematiclinksbetweenformal,non-formalandinformalwaysoflearning.ItisanapproachtoturnthehighlyfragmentedstructuresoftheGermanSystem,whichuptonowisbasedonanarrowunderstandingofeducationasschoolingwhilenon-formaleducationinchildcare,youthworkandculturaleducation,sportsetc.areconsideredasmattersofsocialpoliticsorpublicprovision,intoacomprehensiveprovisionofeducationonlocalscalewhichcorrespondstothecomplexityofyoungpeoples’needs.Fromamaterialistperspective,anempiricalstudyanalysesifintimesofthe“knowledgebasedsociety”(Jessop1999),Landscapesofeducationaccessyoungpeopleinamorecomprehensivewayaccordingtotheneedsoftheflexiblelabourmarkettotoraiselocalandeducationalcompetitiveness.Itisbasedon15semi-structuredinterviewswithkeyprojectactorsfocusedontheproject“CampusRütli”,aLandscapeofEducationinasociallydeprivedneighbourhoodinBerlin.Thepapershowstheempiricalresultsontheaccessonyoungpeoplebetweenaprogressiveandaneconomicallydrivenlogicandsketchesoutwhatisnecessarytoreallyunfoldthepotentialsofeducationbeyondhumancapital.Contact:[email protected]
Rundmail „Kinder- und Jugendgeographien“ Herbst 2016
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IsabellRamosLobato:„WithparentswhoIknowandwhoaresimilartome”–ParentalchoiceofchildcareanditsimpactonschoolsegregationILS-ResearchInstituteforRegionalandUrbanDevelopment,DortmundAbstract:Intheyear2008,schoolcatchmentareaswereabolishedinNorth-RhineWestphalia(NRW).Freeprimaryschoolchoicewasadvertisedasatoolfordisadvantagedfamiliestoaccessotherandpossibly‘better’schoolsthanthoseintheirimmediatelivingenvironment.However,firstquantitativeresearchstudiesinNorth-RhineWestphaliancitiesillustratethatprivilegedparentsstrategicallyusethisfreedommoreoften(Groos,2015forMülheimanderRuhr;Weishauptetal.,2012forWuppertal)–andthereforereinforceeducationalsegregation.Urbanmiddle-classparents´schoolchoicestrategiesandtheirimpactonresidentialandeducationalsegregation–interwovenina“geographyofeducation”(Butler&Hamnett,2007)–havebeenwellreportedinliterature.Researchstudieshaveshownthatschoolchoiceisincreasinglydrivenbypreferencesforschoolcompositionandhighlyinfluencedbysocialnetworksandinformalinformation,thesocalled“grapevineknowledge”(Ball&Vincent,1998).Lessattentionhasbeenpaidtoprocessesofsegregationinpre-schoolinstitutionsandtheimpactofencounterandnetworksinchildcarecentresonsocialpolarisationinprimaryschools.Thispaperthusdrawsattentiontotheinterconnectionbetweenparentalchoiceofchildcareandschool.Basedoninterviewswithmiddle-classparentsinmixedurbanneighbourhoodsintwoGermancities,thepaperexaminestheinfluenceofparentalstrategiesoneducationalsegregation.Itanalysestowhatextentencountersandnetworksinchildcarecentresconstituteaformofsocialclassreproductionbylayingthefoundationforclass-boundeducationalpaths.Focusingontheeffectsoffreeschoolchoice,thepaperwillillustratethestrongrelationshipbetweeneducationandspace. Contact:[email protected]
