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Educ. Sci. 2016, 6(3), 32; doi:10.3390/educsci6030032

Categories, Boundaries, and Bridges: The Social Geography of Schooling and the Need for New Institutional Designs

The University at Albany, State University of New York, 212 Richardson Hall, 135 Western Avenue, Albany, NY 12222, USA
Academic Editor: James Albright
Received: 3 September 2016 / Revised: 6 September 2016 / Accepted: 7 September 2016 / Published: 20 September 2016
View Full-Text   |   Download PDF [212 KB, uploaded 21 September 2016]

Abstract

As unprecedented child and family migration patterns continue, neighborhoods, hamlets, towns, cities, states/provinces, and entire nations are impacted. These impacts are especially profound when migrants’ first language is not the host nation’s dominant one; when they relocate in communities already challenged by poverty, social exclusion, and social isolation; and when educator-controlled, standardized, stand-alone schools continue to focus exclusively on teacher-directed, academic learning during the school day. Under these circumstances, standardized schools struggle to achieve desirable results, making it clear that relations between schools and their host locales are consequential for everyone. Using the United States as a case example, this introductory analysis provides an appreciative framework for the new designs presented in this Special Issue of Education Sciences. View Full-Text
Keywords: social geography; collaboration; partnerships; collective impact; policy integration; systems change; community schools social geography; collaboration; partnerships; collective impact; policy integration; systems change; community schools
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

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Lawson, H.A. Categories, Boundaries, and Bridges: The Social Geography of Schooling and the Need for New Institutional Designs. Educ. Sci. 2016, 6, 32.

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