Holger 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. 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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