LEADER 05304nam a2200565 u 4500001 99131335388306421 005 20241218114342.0 006 m o d 007 cr ||||||||||| 008 230720s2023 xx o 000 0 eng d 020 9781003443896 020 1003443893 020 9781000979244 020 1000979245 020 9781620364253 020 1620364255 020 9781000973983 020 1000973980 035 (CKB)27646542100041 035 (MiAaPQ)EBC4843065 035 (BIP)055232676 035 (NjHacI)9927646542100041 035 (EXLCZ)9927646542100041 040 NjHacI |beng |erda |cNjHacl 043 n-us--- 050 0 LC213.2.C754 2017 082 04 379.26 |223 245 10 Critical Race Spatial Analysis: Mapping to Understand and Address Educational Inequity 250 1st ed. 260 |bRoutledge |c2023 264 1 New York : |bRoutledge, |c2023. 300 1 online resource (200 p.) |bill 336 text |btxt |2rdacontent 337 computer |bc |2rdamedia 338 online resource |bcr |2rdacarrier 520 8 How does space illuminate educational inequity?Where and how can spatial analysis be used to disrupt educational inequity?Which tools are most appropriate for the spatial analysis of educational equity?This book addresses these questions and explores the use of critical spatial analysis to uncover the dimensions of entrenched and systemic racial inequities in educational settings and identify ways to redress them. The contributors to this book - some of whom are pioneering scholars of critical race spatial analysis theory and methodology - demonstrate the application of the theory and tools applied to specific locales, and in doing so illustrate how this spatial and temporal lens enriches traditional approaches to research. The opening macro-theoretical chapter lays the foundation for the book, rooting spatial analyses in critical commitments to studying injustice. Among the innovative methodological chapters included in this book is the re-conceptualization of mapping and space beyond the simple exploration of external spaces to considering internal geographies, highlighting how the privileged may differ in socio-spatial thinking from oppressed communities and what may be learned from both perspectives; data representations that allow the construction of varied narratives based on differences in positionality and historicity of perspectives; the application of redlining to the analysis of classroom interactions; the use of historical archives to uncover the process of marginalization; and the application of techniques such as the fotonovela and GIS to identify how spaces are defined and can be reimagined.The book demonstrates the analytical and communicative power of mapping and its potential for identifying and dismantling racial injustice in education. The editors conclude by drawing connections across sections, and elucidating the tensions and possibilities for future research.ContributorsBenjamin BlaisdellGraham S. GarlickLeigh Anna HidalgoMark C. HogrebeJoshua RadinskyDaniel G. SolrzanoWilliam F. TateVernica N. VlezFederico R. Waitoller 504 Includes bibliographical references and index. 505 0 500 Includes index. 588 Description based on print version record. 650 0 Educational equalization |zUnited States |xStatistical methods. 650 0 Educational evaluation |zUnited States |xStatistical methods. 650 0 Discrimination in education |zUnited States. 650 0 Minorities |xEducation |xSocial aspects |zUnited States. 776 08 |z9781620364246 700 1 Morrison, Deb, |d1970- |eeditor. |4edt 700 1 Annamma, Subini Ancy, |eeditor. |4edt 700 1 Jackson, Darrell D., |d1965- |eeditor. |4edt 776 08 |z9781620364239 776 08 |z1620364239 906 BOOK