| dc.description.abstract | Researchers across different disciplines have shown a growing interest in the spatial
dimension of education and learning in its different forms. The number of publications on geography of education (Brock, 2016; Butler & Hamnett, 2007; Hanson
Thiem, 2009; Symaco & Brock, 2016; Taylor, 2009), radical geographies of education (Mitchell, 2018), geography of education and learning (Holloway & Jöns,
2012), geographies of alternative education (Kraftl, 2013), as well as children’s and
young people’s geographies (Holloway, Hubbard, Jöns, & Pimlott-Wilson, 2010)
has risen considerably in human geography, especially in the Anglophone academia.
Even researchers outside the discipline of geography have explored the spatial
dimension of education and learning, for example those in educational sciences
(Baroutsis, Comber, & Woods, 2017; Gulson & Symes, 2007; Nugel, 2016) and the
sociology of education (Ares, Buendía, & Helfenbein, 2017; Löw & Geier, 2014).
In German geography, the geography of education or Bildungsgeographie as a
subdiscipline of social geography has a more than 50-year research tradition in
terms of geographical research in educational institutions. It ranges from preschool
education to tertiary and posttertiary education (Freytag & Jahnke, 2015; Freytag,
Jahnke, & Kramer, 2015; Geipel, 1965; Meusburger, 1980, 1998). In French and
Belgian social geography, already existing and more scattered research in the field
has only recently begun to form a more institutionalized géographie de l’éducation
(Wayens, Marissal, & Delvaux, 2017), whereas in other countries such research is
currently in the process of institutionalization. | |
