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    25P.. International Journal of Qualitative Studies in Education

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    This article introduces the concept of 'free spaces' as an important site for the development of theory and practice around youth activism, teacher development, and the transformation of public and private space in urban schools and communities. Nearly a quarter of a century ago, Evans and Boyte introduced the concept of 'free spaces' in their book to highlight how ordinary people organize themselves and democratize their communities. The authors in this special issue use the concept of 'free spaces' to chronicle how lives unfold in contested spaces that are socially produced and imbued with social values and agendas.

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    25P.. International Journal of Qualitative Studies in Education

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    This article introduces the concept of 'free spaces' as an important site for the development of theory and practice around youth activism, teacher development, and the transformation of public and private space in urban schools and communities. Nearly a quarter of a century ago, Evans and Boyte introduced the concept of 'free spaces' in their book to highlight how ordinary people organize themselves and democratize their communities. The authors in this special issue use the concept of 'free spaces' to chronicle how lives unfold in contested spaces that are socially produced and imbued with social values and agendas.

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    25P

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    This article introduces the concept of 'free spaces' as an important site for the development of theory and practice around youth activism, teacher development, and the transformation of public and private space in urban schools and communities. Nearly a quarter of a century ago, Evans and Boyte introduced the concept of 'free spaces' in their book to highlight how ordinary people organize themselves and democratize their communities. The authors in this special issue use the concept of 'free spaces' to chronicle how lives unfold in contested spaces that are socially produced and imbued with social values and agendas.

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    30 views3 pages

    25P.. International Journal of Qualitative Studies in Education

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    This article introduces the concept of 'free spaces' as an important site for the development of theory and practice around youth activism, teacher development, and the transformation of public and private space in urban schools and communities. Nearly a quarter of a century ago, Evans and Boyte introduced the concept of 'free spaces' in their book to highlight how ordinary people organize themselves and democratize their communities. The authors in this special issue use the concept of 'free spaces' to chronicle how lives unfold in contested spaces that are socially produced and imbued with social values and agendas.

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    25P..

    International Journal of Qualitative Studies in Education


    http://www.informaworld.com/smpp/title~content=t713760008~db=all

    6 times a year.
    =============================================================
    Issue 6 2007
    International Journal of Qualitative Studies in Education, Volume 20 Issue 6 2007
    ----------------------------
    Section 10

    Title: Free spaces: excavating race, class, and gender among urban schools and
    communities

    Source: International Journal of Qualitative Studies in Education, Volume 20, Issue 6


    November 2007 , pages 611 – 616.

    Author:
    A. A. Akom

    Keywords:
    Research methods
    Race
    Social class
    Gender
    Urban schools
    Communities

    ‫תמצית‬

    This article introduces the concept of 'free spaces' as an important site for the development of
    theory and practice around youth activism, teacher development, and the transformation of
    public and private space in urban schools and communities. Nearly a quarter of a century
    ago, Evans and Boyte (1986) introduced the concept of 'free spaces' in their book: Free
    spaces: the sources of democratic change in America.

    ‫מאמר‬

    Source: International Journal of Qualitative Studies in Education, Volume 20, Issue 6


    November 2007 , pages 611 – 616.

    This article introduces the concept of 'free spaces' as an important site for the development of
    theory and practice around youth activism, teacher development, and the transformation of
    public and private space in urban schools and communities. Nearly a quarter of a century
    ago, Evans and Boyte (1986) introduced the concept of 'free spaces' in their book: Free
    spaces: the sources of democratic change in America.

    Their goal was to highlight the invisible ways in which ordinary people organize themselves
    and democratize their communities. The authors in this special issue implicitly and explicitly
    use the concept of 'free spaces' to chronicle how lives unfold in contested spaces - not flat,
    seemingly 'neutral' spaces - but socially produced spaces, spaces imbued with racialized,
    gendered, and hetero-normative values and the hidden agenda of our society (Lefebvre,
    1974; Hayden, 1995).

    Specifically, the authors seek to broaden our understanding of the social forces impacting on
    education inside and outside schools, with a focus on the role of agency to respond in
    transformative ways to these conditions.
    ================================================
    Issue 5 2007
    ==============================
    Issue 4 2007
    =======================================================================
    Issue 3 2007
    =====================
    Issue 2
    ====================================================I
    Issue 1 2007 2007

    Section 2

    Title: Mapping literacy practices: theory, methodology, methods

    Source: International Journal of Qualitative Studies in Education, Volume 20, Issue 1 January
    2007 , pages 15 – 30.

    Authors:
    Greg Mannion (Scotland)
    Roz Ivani (UK)

    Keywords:
    Research methods
    Literacy practices
    Methodology
    Further education
    UK
    Scotland

    ‫תמצית‬

    The Literacies for Learning in Further Education (LfLFE) research project has been funded for
    three years from January 2004 as part of Phase 3 of the Teaching and Learning Research
    Programme in the UK. The project involves collaboration between two universities and four
    further education (FE) colleges. The intention is to investigate students' everyday literacy
    practices and explore ways of mobilizing these to enhance their learning on college courses.

    ‫מאמר‬

    Source: International Journal of Qualitative Studies in Education, Volume 20, Issue 1 January
    2007 , pages 15 – 30.

    The Literacies for Learning in Further Education (LfLFE) research project has been funded for
    three years from January 2004 as part of Phase 3 of the Teaching and Learning Research
    Programme in the UK. The project involves collaboration between two universities and four
    further education (FE) colleges.

    The intention is to investigate students' everyday literacy practices and explore ways of
    mobilizing these to enhance their learning on college courses. The LfLFE project does not
    view literacy as a set of individual skills and competences alone, but as emergent and
    situated in particular social contexts (Barton et al., 2000). As such, literacy practices are not
    static or bounded spatially or temporally.

    A central concern for the project is to understand how the literacy demands of college life and
    being a student relate to students' other literacy practices. As part of the work of the project,
    the group is undertaking a 'mapping' of the literacy demands associated with student learning
    across a wide range of FE courses. This paper explores the methodological debates in
    planning and operationalizing this mapping.

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