Education, social justice and place: A multi-scalar view from Canada
DOI:
https://doi.org/10.34236/rpie.v5i5.31Keywords:
Place-sensitive educational policy, macro and micro geographies, educational global metricsAbstract
While education has for many years been a state project, its governance has tended to be located at the local or regional (state and provincial) level in North America. Recent trends signalling the globalization of educational discourse have generated tensions in educational governance and analysis around the world. The emergence of global metrics such as the PISA and TIMSS allow for the comparison of different educational systems and the creation of a transnational educational arena. This paper looks at a particular educational micro geography of three schools in Atlantic Canada and argues that national data do little to describe, support or analyze educational performance or to understand social complexity in real places. The irony is that these macro level analyses end up driving educational policy which is experienced fundamentally at the local level. In the case of the economically disadvantaged region like Atlantic Canada, underperformance is predictably chronic. I suggest that more attention to place-sensitive educational policy and practice is needed both for student success and for more productive linkages between economic development and education.
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