Abstract
Since the second half of the twentieth century, a series of research projects conducted in Central Europe and the United Kingdom have proposed and addressed geographical objects of study in response to specific concerns about their own educational systems. Both currents are beginning to converge; they are disciplinarily distinct from previous developments in the sociology of education and are consolidating as a subfield. However, they still fail to link consistently to everyday educational spaces and the improvement of pedagogical practices. Based on these elements, a state of the art of the Geography of Education is presented, showing its growing potential to effectively contribute to the quality of teaching at the scale of the places where people learn. Some of the most promising research agendas on this line of studies are also established.
Publisher
EdiUNS - Editorial de la Universidad Nacional del Sur
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