Deterritorializing/reterritorializing: Critical Geography Of Educational Reform

Deterritorializing/Reterritorializing 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 A C.I.P. record for this book is available from the Library of Congress. ISBN: 978-94-6300-975-1 (paperback) ISBN: 978-94-6300-976-8 (hardback) ISBN: 978-94-6300-977-5 (e-book) Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com/ All chapters in this book have undergone peer review. Cover photograph: Representations, 2016 © Kellie Welborn, www.welbornimages.com Printed on acid-free paper All Rights Reserved © 2017 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. TABLE OF CONTENTS Acknowledgments vii Section One: Setting the Stage 1. About These Times Nancy Ares 3 2. Critical Geography of Education: Theoretical Framework Robert J. Helfenbein and Edward O. Buendía 3. Tuck and Guess’ Foundational Question: Whose Places Are We Talking About?41 Nancy Ares