In recent years space and spatiality have increasingly become seen as important research topics in comparative and international education. By taking an interest in space as a domain of cultural practice, the researcher can also bring into resolution the restrictions on movement, inducements to movement, and the related boundaries, flows, and enclosures that have profound impact on the ways that educational policy and schooling practices are implemented, reformed, and contested. This chapter provides an introduction to several global educational issues that benefit from being analyzed in terms of spatial practices. We propose that comparative and international education researchers should be very interested in the ways that space and movement are “problematized,” or, put differently, seen as “problems” meriting political as well as social science attention. This in and of itself has considerable influence on the ways schools are researched globally and on the ways in which educational reforms are envisioned and implemented. Conceptualizations of space and movement also play a key role in the ways that particular groups/“kinds” of individuals are differentially affected by and differentially experience schooling institutions. The present chapter begins by discussing the interest in spatiality that has appeared across multiple academic disciplines. It then moves on to discuss student mobility and the education of migrant students as two specific educational issues that benefit from being analyzed in spatial terms. In the conclusion we suggest additional topics and areas in which the concepts being discussed here can be fruitfully employed by researchers in comparative and international education.
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Sobe, N.W., Fischer, M.G. (2009). Mobility, Migration and Minorities in Education. In: Cowen, R., Kazamias, A.M. (eds) International Handbook of Comparative Education. Springer International Handbooks of Education, vol 22. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-6403-6_23
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