Education spaces: embodied dimensions and dynamics

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Notes

1 Whilst beyond the scope of this editorial, it would be remiss to overlook research undertaken on the historical geographies of education (e.g. Driver and Maddrell 1996; Gagen 2000; Ploszajska 1998).

2 It is not only students who are able to subvert and challenge institutional spaces of power. For example, Askins (2008) demonstrates how academics can create spaces in which students are able to express their agency. Askins's work engages with debates about ‘border geographies’, which have important implications for geographers engaging in collaborative partnerships both within, and beyond, academia (e.g. Castree 2002). Philo's (1998) and Lorimer's (2003) work offers similar reflections on the geographies of geographical education, whilst also underscoring the necessary blurring of spaces and places of education. However, reflections on the embodied role of educator are notably lacking within this literature, particularly the creative practices of negotiating institutional requirements.

3 Research has also been conducted at different stages of a student's lifecourse. For example, O'Connor and Goodwin's (2005) research explores the school-to-work transitions of Leicester school girls during the 1960s.

4 Whilst beyond the scope of this paper, research has also examined how the circulation and performance of particular knowledges continually transforms education spaces as sites of production, reception and reproduction (e.g. Livingstone 2003).