Right to the Classroom: Seeking Spatial Justice in Kindergarten

Autor/in	Blaisdell, Benjamin
Titel	Right to the Classroom: Seeking Spatial Justice in Kindergarten
Quelle	In: Urban Review: Issues and Ideas in Public Education, 52 (2020) 1, S.151-172 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Blaisdell, Benjamin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-019-00516-3
Schlagwörter	Kindergarten; Preschool Teachers; Equal Education; Critical Theory; Race; Neoliberalism; Social Justice; Student Rights; Minority Group Students + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Kritische Theorie; Rasse; Abstammung; Neo-liberalism; Neoliberalismus; Soziale Gerechtigkeit
Abstract	This article uses Lefebvre's concept of right to the city to frame the practices of a Kindergarten teacher and her ability to create a more racially equitable classroom space. It explains how the teacher and researcher collaboratively engaged in racial spaces analysis and critical race theory to develop greater racial spatial awareness. The teacher was able to use this awareness to resist neoliberalism and the racialization space in her classroom. The article explains how framing classroom practice according to right to the city can help teachers and researchers work together towards spatial justice in schools, where the educational rights of students of color are not limited by reductive notions of property based in whiteness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01