Space, Place and Educational Settings

This open access book explores the nexus between knowledge and space with a particular emphasis on the role of educational settings that are, both, shaping and being reshaped by socio-economic and political processes. It gives insight into the complex interplay of educational inequalities and practices of educational governance in the neighborhood and at larger geographical scales. The book adopts quantitative and qualitative methodologies and explores a wide range of theoretical perspectives by drawing upon empirical cases and examples from France, Germany, Italy, the UK and North America, and presents and reflects ongoing research of international scholars from various disciplinary backgrounds such as education, human geography, public policy, sociology, and urban and regional planning. As such, it provides an interesting read for scholars, students and professionals in the broader field of social, cultural and educational studies, as well as policy makers and practitioners in the fields of education, pedagogy, social work, and urban and regional planning.

• Open access
• Role of settings for education and educational governance
• Knowledge and educational inequalities in Heidelberg
• Education, urban development and urban planning
• Educational landscape in Berlin and Bremen
• Implementation of Rütli Campus in Berlin
• Morgenland education center in Bremen-Gröpelingen
• Validity of charter school effects in the United States
• Neighborhood effects, life course and education
• Theoretical model of effect heterogeneity
• Youth and education in urban space
• Marginality and education in Quartieri Spagnoli, Naples
• Geographies of education in Freiburg
• Lernen vor Ort program in Germany
• Gypsy population and education in Perpignan
• Neighborhood schools and educational governance in Berlin
• Multi-scalar education, governance and the nation state
• Spatial and educational inequalities in England
• Schools, education and social justice

• Institute of Environmental Social Sciences and Geography, University of Freiburg, Freiburg, Germany

  Tim Freytag

• Department of Public Policy, University of North Carolina at Chapel Hill, Chapel Hill, USA

  Douglas L. Lauen

• Centre for Science and Policy, University of Cambridge, Cambridge, UK

  Susan L. Robertson

Tim Freytag is Professor of Human Geography at the Institute of Environmental Social Sciences and Geography, University of Freiburg, Germany. His research interests include urban studies, geographies of education, social and cultural geography, and tourism and mobility studies.

Douglas Lee Lauen is a Professor of Public Policy and Sociology at the University of North Carolina, United States. His research examines the effectiveness of educational policies, school types, and interventions on students and how these effects vary for traditionally underserved populations.

Susan Robertson is Professor of Sociology of Education in the Faculty of Education, University of Cambridge, United Kingdom. Her current research interests include education policy and multi-scalar governance, transformations of the state, and global and regional processes.