Publication Type

Journal Article

Publication Date

10-2013

Abstract

Geographies of education have drawn more research attention in the last decade. The varied motivations for geographical attention to education have led to divergent approaches. First, a macro, political economy or "outward looking" approach has examined educational provision and what it tells us about wider social, economic and political processes. Second, a micro, social-cultural or "inward looking" approach has emphasised social difference within school spaces, and the links between home and educational spaces. This latter approach has also acknowledged the importance of the voices of children and young people in understanding educational experiences. In this paper, l take stock of existing research in the geographies of education and then make a case for the examination of two types of schools that have received little or no geographical attention thus far, namely international schools and faith-based schools. I propose a multi-scalar framework for analysing the former and a relational framework for understanding the latter.

Keywords

Citizenship, Faith-based schools, Geographies of education, International schools, Spirituality, Education, Nationalism, Research

Discipline

Asian Studies | Education | Human Geography | Religion

Research Areas

Humanities

Publication

Journal of Cultural Geography

Volume

30

Issue

3

First Page

276

Last Page

307

ISSN

0887-3631

Identifier

10.1080/08873631.2013.834120

Publisher

Taylor & Francis

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Additional URL

http://doi.org/10.1080/08873631.2013.834120

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