Geographies of education and learning

Knowledge nodes and international networks of connection: representations of private philanthropy by elite higher education institutions

“…Donor practices were both socially situated and inherently geographical (Rabbitts, 2012), with the universities' official literature making reference to the philanthropist undertaking personal journeys, 'inspiring' future generations and engaging in debates on the world stage. These associations represented an important point of departure in advancing conceptions of philanthropy and mapping linkages with donor mobility and the internationalisation of higher education (Brooks and Waters, 2011;Findlay et al, 2012;Holloway and Jöns, 2012). Donors to these elite HEIs came not just from the North, but from different parts of the globe.…”

Introduction to the special issue “Young People and New Geographies of Learning and Education”

“…This concept often relates to the transition from one educational context to another, such as the transition from elementary to secondary school or from compulsory education to postcompulsory education or work (Holloway and Jöns, 2012;Bitzi and Landolt, 2017, in this special issue;Rérat, 2016, in this special issue). These educational transitions certainly involve processes of selection that reproduce social inequalities and thus are both important and relevant for engaged research and practice (Bauer, 2018, in this special issue).…”

Unaccompanied minor asylum seekers – processes of subject formation and feelings of belonging in the context of educational experiences in Switzerland

“…It draws attention to schools and learning arrangements as more than discrete entities (Ansell, 2002;Holloway and Jöns, 2012), as ongoing productions always emerging out of entities (including human and non-human), depending on each other and embedded in specific power constellations (Massey, 2005). Learning arrangements and schools become therefore powerfilled spaces of negotiations which are shaped by and which are shaping wider social processes and can be viewed as related to various spaces including non-educational spaces (Holloway et al, 2010;Holloway and Jöns, 2012;Kraftl, 2013;Waters, 2016). Valentine (2000), for instance, explores how young people's identities are embedded and permanently reproduced not only on intersections of the formal (represented through official structures such as curricula and timetables) and the informal world of schools (such as peer group cultures) but also in relation to the parental home.…”