Classrooms of Spatial Justice: Counter-Spaces and Young Men of Color in a GED Program

Autor/in	Schwartz, Joni
Titel	Classrooms of Spatial Justice: Counter-Spaces and Young Men of Color in a GED Program
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 64 (2014) 2, S.110-127 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713613513632
Schlagwörter	Adult Education; Males; High School Equivalency Programs; African American Students; Critical Theory; Race; Dropouts; Geography Instruction; Educational Environment; Ethnography; Semi Structured Interviews; Adult Students; Young Adults; Validity; Reliability; Student Placement; Special Education; Time Factors (Learning); Interpersonal Relationship; Personal Space; General Educational Development Tests + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Male; Männliches Geschlecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Kritische Theorie; Rasse; Abstammung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Geography education; Geography lessons; Geografieunterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ethnografie; Erwachsenenalter; Young adult; Junger Erwachsener; Gültigkeit; Reliabilität; Schülerpraktikum; Special needs education; Sonderpädagogik; Sonderschulwesen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Intimsphäre
Abstract	This article, based on an ethnographic study of an urban General Education Development (GED) program, suggests that for some marginalized young men of color, Adult education programs are counter-spaces of spatial justice in opposition to previous negative school spaces. Framed by critical race theory (CRT) and drawing on critical geography and adult education literature on space and place, the author defines these counter-spaces through four dimensions: place, temporal, intrapersonal, and interpersonal, maintaining that they are not equivalent to activities or experiences although they may inhabit them. The article concludes with implications for the use of CRT in understanding GED as potential counter-space. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10