Reterritorializing as Community Activism in an Urban Community-School Transformation Initiative
A resident-driven school and community transformation initiative in upstate New York, the Coalition for the Children of Lakeview (CCL), is the site for this chapter’s critical geography analysis. A Planning Panel1 (PP) of approximately 116 individuals rep
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BREAKTHROUGHS IN THE SOCIOLOGY OF EDUCATION VOLUME 8 Series Editor: George W. Noblit, Joseph R. Neikirk Distinguished Professor of Sociology of Education, University of North Carolina at Chapel Hill, USA
Scope: In this series, we are establishing a new tradition in the sociology of education. Like many fields, the sociology of education has largely assumed that the field develops through the steady accumulation of studies. Thomas Kuhn referred to this as ‘normal science.’ Yet normal science builds on a paradigm shift, elaborating and expanding the paradigm. What has received less attention are the works that contribute to paradigm shifts themselves. To remedy this, we will focus on books that move the field in dramatic and recognizable ways—what can be called breakthroughs. Kuhn was analyzing natural science and was less sure his ideas fit the social sciences. Yet it is likely that the social sciences are more subject to paradigm shifts than the natural sciences because the social sciences are fed back into the social world. Thus sociology and social life react to each other, and are less able to separate the knower from the known. With reactivity of culture and knowledge, the social sciences follow a more complex process than that of natural science. This is clearly the case with the sociology of education. The multiplicity of theories and methods mix with issues of normativity—in terms of what constitutes good research, policy and/or practice. Moreover, the sociology of education is increasingly global in its reach—meaning that the national interests are now less defining of the field and more interrogative of what is important to know. This makes the sociology of education even more complex and multiple in its paradigm configurations. The result is both that there is less shared agreement on the social facts of education but more vibrancy as a field. What we know and understand is shifting on multiple fronts constantly. Breakthroughs is the series for works that push the boundaries—a place where all the books do more than contribute to the field, they remake the field in fundamental ways. Books are selected precisely because they change how we understand both education and the sociology of education.
Deterritorializing/Reterritorializing Critical Geography of Educational Reform
Edited by Nancy Ares University of Rochester, USA Edward Buendía University of Washington – Bothell, USA and Robert Helfenbein Loyola University of Maryland, USA
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ISBN: 978-94-6300-975-1 (paperback) ISBN: 978-94-6300-976-8 (hardback) ISBN: 978-94-6300-977-5 (e-book)
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All chapters in this book have undergone peer review.
Cover photograph: Representations, 2016 © Kellie Welborn, www.welbornimages.com
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