Engel J, Fritzsche B (2019)
Publication Type: Journal article
Publication year: 2019
Book Volume: 13
Pages Range: 1-12
Journal Issue: 1
DOI: 10.1080/15595692.2018.1553551
The vast differences in how spaces can be perceived and scientifically examined have long been a central topic in education science, and not only since the spatial turn (Löw 2011, Schroer 2018, Glaser et al. 2018, Pardo/Patro 2018). In order to unlock the wide range of diverse perspectives on spaces, in this special issue we seek to build and review the learning and education theory potential of multilocal points of access. What can be learned if one assumes spaces to be multilocal and asks, for example, how the different cultures of family spaces can be, which atmospheres they shape for the different members of the family, or how they arise through co-present, or even virtual or imaginative, relationing? In this case, multilocality appears, for example, as a family practice of connecting very different, individual locations. We are then interested in investigating how a childhood can be examined as a passing through of diverse spaces, as well as initial attempts to design one’s own spaces, for example by building ‘dens’ in corn fields or in nursery spaces. One can also ask how children use, or find new uses for, the social spaces of adults. Here, multilocality unlocks access to the simultaneity of different spatial structures in the same location. Although it also occurs at an earlier age, it is when children reach school in particular that one can observe how differently the same locations can be/are entered into, and social differences (re)produced. The same classroom is home to very different students with very different starting points in schooling. Not all individuals know how to position themselves in a space in such a way that their positioning is recognised and thus accepted by society. Consequently, although all the students are being taught in the same place, not all are sitting in the same classroom. Another multilocal space, the university, also often fails to offer a shared place of different thinking, it could be characterised by its diversity of possible perspectives and thus different location dependencies and reflections thereon.
APA:
Engel, J., & Fritzsche, B. (2019). Cultural identity in multilocal spaces. Diaspora, Indigenous, and Minority Education, 13(1), 1-12. https://doi.org/10.1080/15595692.2018.1553551
MLA:
Engel, Juliane, and Bettina Fritzsche. "Cultural identity in multilocal spaces." Diaspora, Indigenous, and Minority Education 13.1 (2019): 1-12.
BibTeX: Download