The session recording will be archived on the site until June 25th, 2023

This session was streamed but not recorded

Curated Track: 

Description:

From teach-ins to labor organizing to freedom schools, the boundaries of education go well beyond the walls of the school building. While critical geographies of education have grown as a subfield (see Pini et al. 2017; Holloway, Brown, and Pimlott-Wilson 2011; Collins and Coleman 2008; Nguyen, Cohen, and Huff 2017; Thiem 2009; Helfenbein 2009; McCreary, Basu, and Godlewska 2013), much of this work has focused on spaces of formalized education and highlighted the power of oppressive systems to shape teaching in North America.

Yet, liberation struggles throughout history have long relied on educational practices as a mode of organizing, resistance, and struggle (Davis, 2013; Borges 2017; Basu, 2022; Varner, 2021). Further, while the proliferation of digital learning technologies has accelerated private capital’s power in education (Cohen 2022; Farhadi 2019; Williamson 2017), they have also opened up new sites of learning through the creation of new digital commons (Abbas et al. 2022; Kligler-Vilenchik and Literat, 2020). How educational spaces outside of the school shape formal sites of education and create pathways for liberation has been, and remains, a vital site of scholarly and activist interest.

Responding to recent calls to open the boundaries of critical geographies of education, this AAG session seeks to bring together papers that examine educational spaces outside of the school and engage in conversations between critical geographies of education and other subfields interested in processes of resistance. Similarly, to further expand this subdiscipline’s boundaries, we encourage scholarship outside of North America (Henry 2020; He, n.d.).

Non-Presenting Participants