Tangled Up in School: Politics, Space, Bodies, and Signs in the Educational Process

By Jan Nespor | Go to book overview

Preface

Educational discourse usually treats the school as a bounded system, a container of classroom processes and curricular texts, an institutional shell waiting to be filled up by the actions of teachers, students, and administrators. But looking at schools as somehow separate from cities, politics, neighborhoods, businesses, and popular culture obscures how these are all inextricably connected to one another, how they jointly produce educational effects.

When groups and processes are analytically detached from each other in this fashion and treated as independent agents, it becomes easy to slide into the bleak loops of contemporary educational debate, where politicians blame teachers, teachers blame parents and kids, parents blame politicians and teachers, then join with them to blame the media, and kids are excluded altogether from the conversation.

The debate becomes less simple, but more constructive, when we focus on the dense interconnections among various actors and processes. Instead of looking at the school as a container, we have to peel back its walls and inspect the strings and rhizomes linking it to the outside world (which is no longer "outside"). We have to examine the crumpled spacetime topography that brings some institutions and neighborhoods close and pushes others away. We need to map the material trajectories of bodies to and from school, and weigh the densities of symbolic forms imported, created, and appropriated by students. The question then becomes, What do we talk about when we talk about schools?

The answer is not simple. This book takes a particular elementary school as its starting point and examines the local politics, regional economics, community--school conflicts, corporate influences, body discourses, neighborhood histories, and streams of popular culture that coursed through it over a 2-year period. The first chapter looks at how administrators, teachers, and parents struggled, often with one another, to define the school. The second chapter examines efforts by administrators, city politicians, and business representatives to define the school as an adjunct to the corporate economy--and kids' responses to that effort. The third chapter explores the place of the school as a neighborhood institution, examining the intersections of city planners'

-xi-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited page

Bookmark this page
Tangled Up in School: Politics, Space, Bodies, and Signs in the Educational Process
Table of contents

Table of contents

  • Sociocultural, Political, and Historical Studies in Education ii
  • Title Page iii
  • Contents vii
  • Preface xi
  • Introduction xiii
  • 1 - Adults at Elementary School 1
  • 2 - A Tangle of Cities, Corporations, and Kids 46
  • 3 - Neighborhood Intersections 84
  • 4 - Intersections of Bodies And Spaces at School 119
  • 5 - Intersections of Kids, Signs, and Popular Culture 162
  • 6 - Loose Ends 196
  • 7 - Fieldwork As an Intersection 203
  • References 239
  • Author Index 249
  • Index 251
  • Subject Index 253
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this book
  • Bookmarks
  • Highlights & Notes
  • Citations
/ 256

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.