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Title
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Sustainability of Educational Change: The Role of Social Geographies
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Abstract/Description
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The paper examines the conceptual and strategic role of social geographies in contributing to or undermining sustainable school improvement. It develops a four-fold definition of sustainability as involving improvement over time, within available or achievable resources that does not impact negatively on the surrounding environment and that promotes ecological diversity and capacity more widely. A conceptual frame-work of social geographies is developed along with its implications for sustainability. This analysis is then applied to a further framework of seven strategic geographies of educational change which deliberately try to arrange, order or exploit space in particular ways to secure school change. These are market geographies, network geographies, virtual geographies, geographies of scaling up, standardized geographies, differential geographies and geographies of social movements. The paper concludes by reviewing the other contributions to the volume on the theme of social geographies of educational change, and describes the Spencer Foundation funded conference from which they sprang.
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Date
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2002
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In publication
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Journal of Educational Change
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Volume
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3
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Issue
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3
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Pages
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189-214
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Language
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en
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Open access/full-text available
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en
No
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Peer reviewed
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en
Yes
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ISSN
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1573-1812
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Citation
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Hargreaves, A. (2002). Sustainability of Educational Change: The Role of Social Geographies. Journal of Educational Change, 3(3), 189–214. https://doi.org/10.1023/A:1021218711015
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Abbreviation
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Journal of Educational Change
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