Space, Place and Educational Settings – SPACE AND CULTURE

Book review: Space, Place and Educational Settings, by Tim Freytag, Douglas L. Lauen, Susan L. Robertson, Springer Cham, 2021, pp 227, US $43,21 (pbk) ISBN 978-3-030-78599-4, US $54,01 (hbk) ISBN 978-3-030-78596-3.

This open access book, part of the Knowledge and Space series (volume 16), explores the complex relationship between knowledge and place, focusing on the impact of political and socioeconomic pressures on educational environments. It examines the connections between geographical dimensions, governance practices, and educational disparities, providing insights into the political, cultural, and social implications of spatial studies. Using case studies from France, Germany, Italy, the UK, and North America, the book combines quantitative and qualitative methods. It is written by international researchers in education, human geography, public policy, sociology, and urban planning, and targets readers interested in social, cultural, and educational studies, as well as practitioners and policymakers in these fields. The book highlights the importance of spatial analyses in addressing contemporary societal issues.

Through case studies of Heidelberg, a competitive university town, and Quartieri Spagnoli in Naples, marked by sharp contrasts between wealth and poverty, the authors demonstrate how local socio-economic contexts influence educational experiences and outcomes. They reveal how family wealth, parental education, and non-school environments perpetuate educational disparities. For example, ethnographic studies in Naples show how pedagogical practices can marginalize youth in disadvantaged urban areas. Efforts in Freiburg to create an inclusive educational network face challenges in supporting students from disadvantaged backgrounds, while a territorial analysis in Saint-Jacques, Perpignan, highlights the complex relationship between school education and the socio-cultural environment of the marginalized gypsy population. This analysis invites readers to understand the challenges of achieving educational equality and the socio-cultural implications of spatial analysis.

The book critically examines the relationship between the “Knowledge Society,” educational attainment, and the urban landscape. The authors discuss the emerging “knowledge economy” and its effects on urban planning and education, exploring the myth of egalitarianism perpetuated by the knowledge society narrative. Through empirical examinations of urban environments, especially in towns like Heidelberg, the authors expose the socio-environmental disparities caused by the unequal distribution of educational opportunities and the financial consequences of knowledge institutions. These disparities, linked to housing dynamics and economic inequality, illustrate how educational institutions fuel economic disparity and gentrification, highlighting ways in which knowledge-based urban growth can widen existing social gaps.

It also investigates the connection between education and urban planning, emphasizing the integration of educational practices into urban development to address socioeconomic inequalities. The authors stress the importance of a comprehensive approach to educational planning, noting that learning occurs not just in schools but also within families and communities. They discuss urban development initiatives in Germany aimed at reducing educational disparity, often implemented by local governments in collaboration with city planners and designers. Examples such as the Rütli Campus in Berlin and the Morgenland Environmental Education Center in Bremen illustrate how cooperation between educational institutions and public spaces can enhance living conditions and educational opportunities in urban areas.

In conclusion, Susan L. Robertson emphasizes the urgent need to address socio-economic and spatial inequalities that shape educational outcomes. She critiques the oversimplified metrics used by the state and organizations like the OECD, arguing they obscure deeper structural inequalities. Robertson calls for policies that recognize unique school and community contexts, empowering local communities and professionals to address entrenched inequalities and achieve true social justice in education. This book compellingly explores how educational inequalities are tied to local socio-economic contexts and urban planning. By integrating educational practices into urban development, the authors propose holistic solutions to persistent inequalities, making this work relevant for those interested in the intersection of education, urban planning, and social-spatial justice.

Edited by: Darush Farrokh (University of Alberta)