Race and the Geographies of Education: Markets, White Tone, and Racial Neoliberalism

Hunter, Mark

doi:10.1080/24694452.2019.1673144

Cited by 8 publications

(7 citation statements)

References 73 publications

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“…Research attention on the geographies of education has expanded rapidly in quantity and scope (Waters, 2016). Part of this expansion includes generative synergies across multiple diverse areas of research, including: critical geographies of education, radical youth work and participatory research (Dickens, 2017); shifting infrastructures, financial capital and geographies of schooling (Cohen and Rosenman, 2020); cultural and affective geographies (Ang and Ho, 2019); critical race theory (Hunter, 2020); children’s and young people’s geographies (Baillie Smith et al, 2016); and educational landscapes, neoliberalism and the ‘social reproduction of enduring regimes of power’ (Holloway and Kirby, 2019: 164), often understanding ‘schools as key sites at which issues such as power, identity, citizenship and participation are illuminated’ (Pini et al, 2017: 14). Holloway et al, (2010) draw attention to the ways in which unruly neoliberal logics, government policy and market responses from individuals and companies might be productively explored through the geographies of education, offering an example of Thiem’s (2009) argument that education is not a ‘discrete topical speciality’ but instead is a resource for decentred and outward-looking research, ‘one in which education systems, institutions, and practices are positioned as useful sites for a variety of theory-building projects’ (p.154).…”

Section: Fieldsmentioning

confidence: 99%

Geographical education I: fields, interactions and relationships

Puttick

2022

Progress in Human Geography

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Complex global challenges, rapid shifts in the mediation and distribution of information, rising inequalities and a toxic milieu of low-quality public reasoning make geography education more important than ever. This first progress report explores the nexus of geography education research, geography education practice and scholarship and the geographies of education. Conceptualising the fields through expansive understandings positions this report in an optimistic space, highlighting significant opportunities for geography and its contribution to public reasoning through deepening collaborations and attending to tensions in education’s ‘shadow and shine’: tensions between its complicity in maintaining unjust hierarchies against its potential for emancipatory transformation.

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Section: Fieldsmentioning

confidence: 99%

Geographical education I: fields, interactions and relationships

Puttick

2022

Progress in Human Geography

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“…There are some studies that suggest that in post-Apartheid South Africa segregation is increasingly occurring along class lines, instead of racial lines (Mabin, 2005;McKay, 2019). Notwithstanding, there is still a strong correspondence between social class and the historical social order based on racial Apartheid -with a particular significance in the schooling system (Hunter, 2020).…”

Section: Pretoria's School Landscapementioning

confidence: 99%

Cultural repertoires of school choice: Intersections of class, race and culture in Pretoria and Amsterdam

Foli

Boterman

2022

The Sociological Review

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In school choice literature, class-based strategies for social reproduction of the middle classes are often the central explanatory framework. While race, ethnicity and other social categories are increasingly included in the analysis, they are often treated as secondary to class. Drawing on interviews from a racially and socio-culturally mixed sample of middle-class parents in Pretoria and Amsterdam, this study aims to contribute to existing theories on school choice and social reproduction through a comparison of contrasting cases. It takes the dominant theoretical framework of middle-class strategizing as a starting point to explain parental practices of school choice. The comparative analysis finds some remarkable homologies of school choice in Pretoria and Amsterdam, but also points to specific local and historical complexity and specificity of parents’ motivations. In both contexts, parents call on intersecting aspects of their identity beyond their classed position. While we acknowledge the relevance of social class, we suggest that middle-class parents’ school choice should be understood as ‘strategies of action’ emanating from classed and racial (dis)positions but also cultural and religious repertoires rooted in a multidimensional tool-kit.

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“…Geographical research on education to date has been strongly influenced by locational, socio-cultural, feminist and children’s geographies, such that studies which dominate examine questions about spatial and social equity in access; the material design of learning environments; education-related mobilities; and the making of young people’s subjectivities within educational spaces ( Kraftl et al, 2021 , Kučerová et al, 2020 , Waters, 2017 ). Research about the political-economy of education is of increasing importance too, as researchers pay greater attention to the marketisation of early years, school and higher education in neoliberal regimes ( Cohen, 2020 , Gallagher, 2018 , Harrison et al, 2016 , Hunter, 2019 ). Nevertheless, economic questions about supplementary education are only now being put onto the geographical agenda ( Holloway & Pimlott-Wilson, 2021 ).…”

Section: Supplementary Education Economic Geographies and Covid-19mentioning

confidence: 99%

Supplementary education and the coronavirus pandemic: Economic vitality, business spatiality and societal value in the private tuition industry during the first wave of Covid-19 in England

Pimlott‐Wilson

Holloway

2021

Geoforum

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This paper challenges geographers to examine the lucrative, but vastly understudied, global supplementary education sector (e.g. private tuition; learning centres; cram schools). It marks a break from research in Geographies of Education on locational, socio-cultural and political-economy issues, by concentrating directly on the economic geography of this metaphorically monikered ‘shadow education’ sector. Centred on the first wave of the coronavirus pandemic, the paper’s aim is to investigate the impact of COVID-19 on the economic vitality, business spatiality and societal value of private tuition in England. Methodologically, it utilises in-depth interviews with tutors providing one-to-one instruction in English, maths or science in the regionally-differentiated tuition market. The findings demonstrate business vitality was impacted: COVID-19 related disruption to schooling produced a profound economic shock for the tuition industry, though new opportunities also emerged from the crisis. Business spatiality was fundamentally rewritten, not only in terms of delivery but also as local markets became national ones. The social value of the industry was drawn into question, as the service was both vital and regressive in its distribution. In conclusion, the paper argues geographers of education must: (i) Embrace research on supplementary education in its own right and as it articulates with state education provision; (ii) Pursue economic analyses which consider both how markets work to produce unequal outcomes for potential consumers, and how they emerge as a space of educational entrepreneurship for those seeking to make a living; and (iii) Urgently examine how the coronavirus pandemic is rewriting processes across the education system.

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Race and the Geographies of Education: Markets, White Tone, and Racial Neoliberalism

Cited by 8 publications

References 73 publications

Geographical education I: fields, interactions and relationships

Geographical education I: fields, interactions and relationships

Cultural repertoires of school choice: Intersections of class, race and culture in Pretoria and Amsterdam

Supplementary education and the coronavirus pandemic: Economic vitality, business spatiality and societal value in the private tuition industry during the first wave of Covid-19 in England

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