Document Type
Article
Publication Date
12-2006
Volume
4
Journal
Children’s Geographies
Issue
3
First Page
379
Last Page
398
URL with Digital Object Identifier
http://dx.doi.org/10.1080/14733280601005856
Abstract
There is an emerging body of theoretical, historical and design research that examines the ways in which race and cultural identity are understood to be produced and represented in the landscape. Yet, there remains a dearth of research examining both the historic and contemporary effects of race upon the development of school geographies. This paper has two broad purposes. It highlights the experiential aspects of racialized geographies within schools and, at the same time, it grapples with the processes that maintain or challenge the spatial conditions for the construction of whiteness. Drawing upon in-depth case study research this paper highlights the experiences of Aboriginal students and staff at four different schools, with a particular focus on cross-cultural schools, in Manitoba, Canada.
