Losing Place to Make Space: A Critical Spatial Analysis of School Co-Location

• In Event: Critical Spatial: And Pedagogical Approaches to Race and Place

Abstract

In the United States, there is a long history of the practice of school co-location, where multiple schools operate within a single facility. Drawing on critical spatial perspectives, we explore the the temporal, social and spatial dimensions of the co-location of public schools in Denver, Colorado. To understand how co-location impacts the lived experiences of educators, we interviewed teachers and administrators working on shared campuses. GIS (Geographic Information System) mapping enabled us to understand the geography of shared campuses and their relationship to other factors such as poverty and race. Finally, we collected and analyzed a range of policy documents to understand the goals of co-location policy and compared these to the outcomes observed by teachers and administrators.

Authors

• Wagma S. Mommandi, University of Colorado - Boulder

• Elizabeth Tetu Bohl, University of Colorado - Boulder

• Katherine Schultz, University of Colorado Boulder