Table Of ContentHolger Jahnke · Caroline Kramer
Peter Meusburger
Editors
Klaus Tschira Symposia Knowledge and Space 14
Geographies
of Schooling
Knowledge and Space
Volume 14
Series editor
Johannes Glückler, Department of Geography, Heidelberg University, Heidelberg,
Germany
Knowledge and Space
This book series entitled “Knowledge and Space” is dedicated to topics dealing with
the production, dissemination, spatial distribution, and application of knowledge.
Recent work on the spatial dimension of knowledge, education, and science;
learning organizations; and creative milieus has underlined the importance of spatial
disparities and local contexts in the creation, legitimation, diffusion, and application
of new knowledge. These studies have shown that spatial disparities in knowledge
and creativity are not short-term transitional events but rather a fundamental
structural element of society and the economy.
The volumes in the series on Knowledge and Space cover a broad range of topics
relevant to all disciplines in the humanities and social sciences focusing on
knowledge, intellectual capital, and human capital: clashes of knowledge; milieus
of creativity; geographies of science; cultural memories; knowledge and the
economy; learning organizations; knowledge and power; ethnic and cultural
dimensions of knowledge; knowledge and action; and mobilities of knowledge.
These topics are analyzed and discussed by scholars from a range of disciplines,
schools of thought, and academic cultures.
Knowledge and Space is the outcome of an agreement concluded by the Klaus
Tschira Foundation and Springer in 2006.
More information about this series at http://www.springer.com/series/7568
Holger Jahnke • Caroline Kramer
Peter Meusburger
Editors
Geographies of Schooling
Editors
Holger Jahnke Caroline Kramer
Department of Geography Institute of Geography and Geoecology
Europa-University Flensburg Karlsruhe Institute of Technology
Flensburg, Germany Karlsruhe, Germany
Peter Meusburger
Department of Geography
Heidelberg University
Heidelberg, Germany
ISSN 1877-9220
Knowledge and Space
ISBN 978-3-030-18798-9 ISBN 978-3-030-18799-6 (eBook)
https://doi.org/10.1007/978-3-030-18799-6
© The Editor(s) (if applicable) and The Author(s) 2019, corrected publication 2019. This book is an
open access publication.
Open Access This book is licensed under the terms of the Creative Commons Attribution 4.0
International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing,
adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit
to the original author(s) and the source, provide a link to the Creative Commons license and indicate if
changes were made.
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license, unless indicated otherwise in a credit line to the material. If material is not included in the book’s
Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the
permitted use, you will need to obtain permission directly from the copyright holder.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication
does not imply, even in the absence of a specific statement, that such names are exempt from the relevant
protective laws and regulations and therefore free for general use.
The publisher, the authors, and the editors are safe to assume that the advice and information in this book
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This Springer imprint is published by the registered company Springer Nature Switzerland AG.
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
This book is dedicated to Peter Meusburger
(1942–2017), one of the founding figures and
the most visible and dedicated representative
of Bildungsgeographie. Almost 50 years
before geography of education became a
leading subdiscipline of international human
geography, Peter Meusburger ventured out to
start his pioneering research on the
geography of schools and schooling in
peripheral areas. Over the following
decades, he developed this work into a
school of Bildungsgeographie at Heidelberg
University. This volume of the Knowledge
and Space series thus deliberately carries
the title “Geographies of Schooling.” Peter
was the initiator and main organizer of the
14th symposium of Knowledge and Space,
but he sadly passed away while the
presentations from the symposium were
taking on a textual shape. As former students
of Bildungsgeographie and co-organizers of
this symposium, we would like to express our
deep gratitude to a generous, encouraging,
and inspiring teacher.
Caroline Kramer, Holger Jahnke, and his
former students
Acknowledgments
The editors thank the Klaus Tschira Foundation for funding the symposia and book
series on Knowledge and Space. The team of the Klaus Tschira Foundation and the
Studio Villa Bosch have always contributed greatly to the success of the symposia.
Together with all the authors in this volume, we are especially grateful to Anna
Mateja Punstein and Katrin Janzen for their professional, empathetic, always
friendly, and patient assistance to the editors, as well as to the technical editing team
for their tireless dedication. Volker Schniepp at the Department of Geography at
Heidelberg University has generously helped us to get our figures and maps into
shape for publication. We also thank all student assistants and colleagues from the
Department of Geography who have helped us to realize both the symposium and
this 14th volume in the Klaus Tschira Symposia book series, as well as Johannes
Glückler as editor of this series. We are especially grateful to Leslie Ludwig, Alaina
Marangos, Johannes Nützel, Florence Wieder, and Marius Zipf.
vii
Contents
1 Geographies of Schooling: An Introduction . . . . . . . . . . . . . . . . . . . . . 1
Caroline Kramer and Holger Jahnke
Part I Governance of Schooling in a Spatial Perspective
2 Territorial Governance of Schooling and Education
in Rural Areas: Case Studies from Northern Germany . . . . . . . . . . . 19
Holger Jahnke
3 Local Educational Landscapes in Germany:
Interfaces and Interlacings Between Education
and Urban Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Thomas Coelen, Anna J. Heinrich, and Angela Million
4 School Autonomy Policies and the Changing
Governance of Schooling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Herbert Altrichter
5 From Republican Spaces of Schooling to Educational
Territories? The Problematic Emergence of Educational
Territories in Postdecentralized France . . . . . . . . . . . . . . . . . . . . . . . . 75
David Giband
Part II National School Systems in Transition
6 Ideology, Spatial Planning, and Rural Schools:
From Interwar to Communist Hungary . . . . . . . . . . . . . . . . . . . . . . . . 97
Ferenc Gyuris
7 Changing Structures and the Role of Education
in the Development of the Educational System in Czechia . . . . . . . . . 125
Silvie Rita Kučerová, Kateřina Trnková, and Petr Meyer
ix
x Contents
8 Securing Indigenous Dispossession Through Education:
An Analysis of Canadian Curricula and Textbooks . . . . . . . . . . . . . . . 145
Laura Schaefli, Anne Godlewska, and Christopher Lamb
9 Geopolitical Framings of Subalterity in Education:
Compounding a Neoliberalized Welfare State . . . . . . . . . . . . . . . . . . . 163
Ranu Basu
Part III Small Schools Versus Large Schools in Their Local Context
10 Bigger or Better? Research-Based Reflections
on the Cultural Deconstruction of Rural Schools
in Norway: Metaperspectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
Rune Kvalsund
11 A Multilevel View of Small Schools: Changing Systems
in Baden- Württemberg and Vorarlberg . . . . . . . . . . . . . . . . . . . . . . . . 219
Caroline Kramer
12 Small Rural Schools in Austria: Potentials and Challenges . . . . . . . . 251
Andrea Raggl
13 Field and Terrain: The Micropolitics of Community
Leadership in Small, Rural Schools in England . . . . . . . . . . . . . . . . . 265
Samantha H. Hillyard and Carl Bagley
Part IV Schools in and for Society
14 Schools, Families, and Social Reproduction . . . . . . . . . . . . . . . . . . . . . 281
Sarah L. Holloway and Helena Pimlott-Wilson
15 The Relationship Between School and Neighborhood:
Child-Oriented Perspectives on Educational Locations . . . . . . . . . . . 297
Christian Reutlinger
16 Redefining School: Educational Spaces for Adolescents’
Engagement in Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 321
Anne Sliwka and Britta Klopsch
17 Feminization of Teaching: Female Teachers at Primary
and Lower Secondary Schools in Baden-Württemberg,
Germany: From Its Beginnings to the Present . . . . . . . . . . . . . . . . . . . 333
Jürgen Schmude and Sascha Jackisch
Correction to: Changing Structures and the Role of Education
in the Development of the Educational System in Czechia . . . . . . . . . . . . . C1
The Klaus Tschira Foundation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 351
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 353
Contrib utors
Herbert Altrichter Linz School of Education, Department of Educational
Research, Johannes Kepler University Linz, Linz-Auhof, Austria
Carl Bagley School of Social Sciences, Education and Social Work, Queen’s
University Belfast, Belfast, UK
Ranu Basu Faculty of Liberal Arts & Professional Studies, Department of
Geography, York University, Toronto, ON, Canada
Thomas Coelen Department of Educational Sciences and Psychology, University
of Siegen, Siegen, Germany
David Giband Department of Geography and Planning, University of Perpignan,
Perpignan, France
Anne Godlewska Department of Geography and Planning, Queen’s University,
Kingston, ON, Canada
Ferenc Gyuris Department of Regional Science, Institute of Geography and Earth
Sciences, Eötvös Loránd University (ELTE), Budapest, Hungary
Anna J. Heinrich Institute for Urban and Regional Planning (ISR), Urban
Development and Settlements, Technical University Berlin, Berlin, Germany
Samantha H. Hillyard Department of Sociology, Durham University, Durham,
UK
Sarah L. Holloway Department of Geography and Environment, Loughborough
University, Loughborough, UK
Sascha Jackisch Faculty of Earth Sciences, Department of Geography, Ludwig-
Maximilans-University of Munich, München, Germany
Holger Jahnke Department of Geography, Europa-University Flensburg,
Flensburg, Germany
xi
