Holloway, Sarah L., Hubbard, Philip, Jöns, Heike, Pimlott-Wilson, Helena (2010) Geographies of education and the significance of children, youth and families. Progress in Human Geography, 34 (5). pp. 583-600. ISSN 0309-1325. (doi:10.1177/0309132510362601) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:36662)
| The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided. | |
| Official URL: http://dx.doi.org/10.1177/0309132510362601 |
Abstract
This paper engages with Hanson Thiem's (2009) critique of geographies of education. Accepting the premise that education warrants fuller attention by geographers, the paper nonetheless argues that engaging with research on children, youth and families reshapes understanding of what has been, and might be, achieved. Foregrounding young people as the subjects rather than objects of education demands that attention be paid to their current and future life-worlds, in both inward and outward looking geographies of education. It also requires a broadening of our spatial lens, in terms of what 'count' as educational spaces, and the places where we study these.
| Item Type: | Article |
|---|---|
| DOI/Identification number: | 10.1177/0309132510362601 |
| Uncontrolled keywords: | child, family, school, social geography, student, university, education, student, university sector |
| Subjects: | H Social Sciences |
| Divisions: | Divisions > Division for the Study of Law, Society and Social Justice > School of Social Policy, Sociology and Social Research |
| Depositing User: | Mita Mondal |
| Date Deposited: | 20 Nov 2013 12:36 UTC |
| Last Modified: | 16 Nov 2021 10:13 UTC |
| Resource URI: | https://kar.kent.ac.uk/id/eprint/36662 (The current URI for this page, for reference purposes) |
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