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EDUCATION AND THE RIGHT TO THE CITY

The SoJo Journal: Educational Foundations and Social Justice Education

Call for Papers

Special issue: Education and the right to the city

 

Guest editors:

Derek R. Ford (Syracuse University)

Christina Convertino (University of Texas at El Paso)

Laura Jordan Jaffee (Syracuse University)

 

Since the 1960s, changes in political economy and social organization have mediated the centralization of the world’s population in what are often referred to as “global” cities. In turn, the expanding concentration of people (and production) has created qualitative changes in social relations and social formations that represent sites of intense struggle. There is now, in other words, a re‐newed struggle over the right to the city (Mitchell, 2003); the right to inhabit and to produce the city or, as Henri Lefebvre (1996) put it, the right to the city as oeuvre.

It is within the most recent round of educational privatizations, particularly in the U.S., that the right to the city has begun to make its way into educational literature (e.g., Convertino, 2014; Ford, 2013; Lipman, 2011; Means, 2014). Yet educational engagement with the right to the city is still underdeveloped. This special issue of The SoJo Journal seeks to advance this engagement by exploring the relationship between educational policies and practices (including pedagogy, teaching, studying, and learning) and the struggle for the city and urbanism, broadly conceived.

 

Possible lines of inquiry include, but are in no way limited to:

  • What can educational theory and practice offer the right to the city, as a concept and movement?
  • In what ways does—or might—educational policy interact with struggles for the right to the city?
  • The right to the city contains a host of central concepts, such as the encounter, difference, centrality, and use. What are some possible links between these concepts and education? How might mobilizing these concepts enrich efforts for more just educational arrangements?
  • How do questions of disability and access trouble or deepen our understanding of education and the right to the city?
  • What does educational research have to offer urban social justice movements?

 

We encourage interdisciplinary contributions to this issue. We also welcome submissions that explore the topic from outside of the U.S. and North American contexts.

Timeline:

An early expression of interest and a 200‐300 word abstract is preferred by March 13, 2015. Manuscripts—which should be 20‐30 pages double‐spaced—are due August 14, 2015.

We expect the issue to be published in January 2016.

Please address correspondence and submissions to drford@syr.edu and include “SoJo” in the subject line.

References:

Convertino, C. (2014, October 31). “The right to the school”: The socio‐spatial production of belonging in 21st century schools. Paper presented at the American Educational Studies Association, Toronto, CA.

Ford, D.R. (2013). Toward a theory of the educational encounter: Gert Biesta’s educational theory and the right to the city. Critical Studies in Education, 54(3), pp.299‐310.

Lefebvre, H. (1996). The right to the city, in E. Kofman and E. Lebas (trans., eds.), Writings on Cities: Henri Lefebvre. Malden, MA: Blackwell Publishing.

Lipman, P. (2011). The new political economy of urban education: Neoliberalism, race, and the right to the city. New York: Routledge.

Means, A. (2014). Achieving flourishing city schools and communities: Corporate reform, neoliberal urbanism, and the right to the city. Journal of Inquiry & Action in Education, 6(1), pp. 1‐17.

Mitchell, D. (2003). The Right to the City: Social justice and the fight for public space. New York and London: The Guilford Press.

 

The SoJo Journal: http://www.infoagepub.com/the-sojo-journal

**END**

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Online Publications at The Flow of Ideas: http://www.flowideas.co.uk/?page=pub&sub=Online%20Publications%20Glenn%20Rikowski

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