Aboriginal Policy Research Consortium International (APRCi)
 

Document Type

Article

Publication Date

12-2006

Journal

Children’s Geographies

Volume

4

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.

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