Now they’re coming after our schools’

Interrogating urban intimacies of children and displacement

Datos Bibliográficos

ID12710545
AutoresMichael Scott (0000-0003-4048-0937, Educational Leadership and Policy, University of Texas at Austin, Austin, TX, USA, autor de correspondencia)
Año2019
Volumen17
Número6
Páginas748-754
Fecha de publicación2019-06-13
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaChildren s Geographies (JOURNAL)
Identificadores de la revistaISSN: 1473-3277 • E-ISSN: 1473-3285
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/14733285.2019.1630713
PMID32863762
OpenAlexW2952122314
IdiomaEN
Citas recibidas2
Referencias citadas16

Education scholars grappling with policy issues related to community and identity issues may pay attention to the work of emotion. Rationalist, psychological frameworks that bound many educational researchers' policy analyses are limited in scope: the policy process is seen as a linear cause-and-effect process. A feminist geographic attention to this research offers a more complex understanding of the experiences of policy. Using children's displacement by gentrification as an example, this commentary will show how a feminist geographic understanding of place attachment offers a more complete understanding of the effects of gentrification. Specifically, using the concept of the 'intimate city' (Datta 2016), I show how the global process of gentrification is entangled with the intimate embodiment of emotions. And in order to effectively study education policy, we must be attuned to how children embody their emotions

Aesthetics · Displacement (psychology · Economic growth · Economics · Gentrification · Identity (music · Political science · Process (computing · Psychoanalysis · Scope (computer science · Sociology · Work (physics · Children's Rights and Participation · Computer Science · Educational Environments and Student Outcomes · Gender Studies · Place Attachment and Urban Studies · Psychology