rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Deterritorializing/Reterritorializing
    sub title: Critical Geography of Educational Reform
  name:
    name part: Ares, Nancy.
    role:
      role term: editor.
  name:
    name part: Buendía, Edward.
    role:
      role term: editor.
  name:
    name part: Helfenbein, Robert.
    role:
      role term: editor.
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: ne
    date issued: 2017
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: CCLX, 8 p. online resource.
  abstract: This volume features scholars who use a critical geography framework to analyze how constructions of social space shape education reform. In particular, they situate their work in present-day neoliberal policies that are pushing responsibility for economic and social welfare, as well as education policy and practice, out of federal and into more local entities. States, cities, and school boards are being given more responsibility and power in determining curriculum content and standards, accompanied by increasing privatization of public education through the rise of charter schools and for-profit organizations’ incursion into managing schools. Given these pressures, critical geography’s unique approach to spatial constructions of schools is crucially important. Reterritorialization and deterritorialization, or the varying flows of people and capital across space and time, are highlighted to understand spatial forces operating on such things as schools, communities, people, and culture. Authors from multiple fields of study contribute to this book’s examination of how social, political, and historical dimensions of spatial forces, especially racial/ethnic and other markers of difference, shape are shaped by processes and outcomes of school reform.
  note: edited by Nancy Ares, Edward Buendía, Robert Helfenbein.
  subject:
    topic: Education
  subject:
    topic: Education
  subject:
    topic: Education, general
  classification: L1-991
  classification: 370
  related item:
    title info:
      title: Springer eBooks
  related item:
    title info:
      title: Breakthroughs in the Sociology of Education
  identifier: 9789463009775
  identifier: http://dx.doi.org/10.1007/978-94-6300-977-5
  record info:
    record creation date: 170511
    record change date: 20170511103052.0
    record identifier: 978-94-6300-977-5