Quartier macht Schule

The Relationship Between School and Neighborhood: Child-Oriented Perspectives on Educational Locations

“…15.3 (continued) family, free-time activities with peers, places to be avoided, organized children's culture activities, being alone, and eventually school. These topics should enable the comparison of the two schools and grade levels to elucidate both the typical differences and similarities between the groups (Fritsche et al, 2011).…”

Geographies of Schooling

“…Furthermore, findings from accompanying projects are making their way into the discourse on practical implementation within municipalities (e.g., Kucharz, Bohl, Eisnach, Fink, & Müller, 2009;Olk, 2015), or to support programs (such as the "Learning Locally" program) aimed at establishing the concept (Lindner et al, 2015a(Lindner et al, , 2015b. Spatial theorists are also increasingly interested in the concept; they mainly discuss local educational landscapes from the point of view of education as a strategy for sustainable urban and district development, or as a component of urban or regional space (e.g., Reutlinger, 2011;Tibussek, 2015). An interdisciplinary anthology by Coelen et al (2015) 3 describes the current status of the debate on interfaces between the education system and urban development.…”

“…In the course of the research project entitled "School as Social Space: Reconstruction of School as a Social Space in the Context of City Neighborhood Development, With Special Focus on two Neighborhoods of a Small Swiss City," researchers examine the relationship between school and neighborhood from a child's perspective (Fritsche et al, 2011). DoRe, an abbreviation for "do research," was a funding program of the Swiss National Science Foundation that ended in 2014.…”

“…The Swiss city I examined has divided its municipal territory into different neighborhoods, development districts, and school districts, which are partially overlapping and vary according to the perspective of the actors and the administrative logic. In the project "School as Social Space," two different city sections-A and Bwere chosen, where completely different divisions and classifications play a role: The school district does not match with the geographical divisions used by the Parks Department, and neighborhood organizations also define their catchment areas differently (Fritsche et al, 2011). The geographical areas examined in the study follow the logic of the classifications used by the Social Services Department, upon which local services, for example, are also based.…”

“…The geographical areas examined in the study follow the logic of the classifications used by the Social Services Department, upon which local services, for example, are also based. Statistically, 3 these are the city's most populous neighborhoods (Fritsche et al, 2011). A large portion of Neighborhood B has been labelled an urban development area (see Fig.…”