A pedagogy for space: Teaching, learning, and studying in the Baltimore Rebellion

Abstract

While most educational literature on space has tended to ask what spatial studies can offer education, this article works primarily to educationalize theories of space. It does so by homing in on Henri Lefebvre's theorization of the production of space as a potentially revolutionary activity. After spending some time situating Lefebvre's historical and theoretical analysis, it takes his understanding of the production of space as an educational problematic, and in turn seeks to develop a spatial educational theory and a pedagogy for space, the latter being the mobilization of the former. In particular, I propose to augment Lefebvre's spatial triad of (1) spatial practice, (2) representations of space, and (3) representational spaces with an educational triad of (1) teaching, (2) learning, and (3) studying. I propose that each component needs to be held in a precarious, contingent, and dialectical relation. In order to ask more precisely after this relationship and to grasp how we might deploy this educational theory to understand and produce space, I read the theory through the Baltimore Rebellion of 2015. I contend that the Baltimore Rebellion was a struggle over the space of the city, and that it was a deeply pedagogical affair that entailed the orchestration of teaching, learning, and studying.

Spatial enactments in emancipatory higher education pedagogies

“…Ferrare and Apple (2010) and Gulson and Symes (2007) show how spaces are gendered, classed and 'raced'. Lefebvre's notion of space has been used by Ford (2016) and Wubbena (2017) to investigate spaces of learning and teaching, and studying during the rebellion in Baltimore and during student protests in Chile, respectively. The role of space in higher education pedagogies has received attention from critical theorists such as Walker and Wilson-Strydom (2017).…”

We władzy słów i spojrzenia. Bartleby, impotencja władzy i nawiedzony uniwersytet

“…Zdają się nie istnieć wspólny język, wspólne działanie, wspólne pragnienia. Stąd próby łączenia studiowania z uczeniem się i nauczaniem nie są przekonujące i nie dostrzegają specyfi ki nowego paradygmatu (Ford, 2016). Bartleby jako idealny student nawiedza instytucje edukacyjne i czarnym słońcem oświetla zarówno wyalienowany charakter pracy akademickiej, jak i rozbudza pragnienie exodusu.…”

Queer communist study: The sinthomostudier against the capital-debt-learning regime

“…In this landscape, studying materializes as an alternative educational logic that has the ability to pedagogically disrupt the learning society and the capitalist order that it undergirds (Harney & Moten, 2013;Lewis, 2013;Ford, 2016aFord, , 2017b. Whereas learning is about actualizing predetermined potentialities, studying is about forgetting ends and dwelling within a state of suspension, it is about appropriation and redeployment.…”