Spatial paradox

educational and social in/exclusion at St Giles

Joan Forbes, Gaby Weiner

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

This paper draws on case study data from a study of independent schools in Scotland, to examine school space as a site of mediation of educational dis/advantage and in/exclusion. A threefold and scalar conceptualisation of space is used together with social capital theory to analyse staff and student identifications with relations within and beyond school space. The analysis indicates the existence of specific territorial bonding and prevailing spatio-temporal boundaries, both of which produce educational advantage of benefit to students and the institution but can also, for some, lead to alienation and frustration. The conclusion reached is that strong in-school bonding is central to the reproduction of educational advantage, but that possibilities exist for its interruption which may offer key messages for schools more generally. The approach to analysis is discourse-based and draws on spatial and social and multiple capitals theory.
Original languageEnglish
Pages (from-to)273-293
Number of pages21
JournalPedagogy, Culture & Society
Volume20
Issue number2
DOIs
Publication statusPublished - 2012

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exclusion
school
alienation
frustration
discourse analysis
mediation
social capital
student
staff

Keywords

  • space
  • territoriality
  • social capital
  • multiple capitals
  • in/exclusion

Cite this

Spatial paradox : educational and social in/exclusion at St Giles. / Forbes, Joan; Weiner, Gaby.

In: Pedagogy, Culture & Society, Vol. 20, No. 2, 2012, p. 273-293.

Research output: Contribution to journalArticle

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