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Disruptive FixationSchool Reform and the Pitfalls of Techno-Idealism$
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Christo Sims

Print publication date: 2017

Print ISBN-13: 9780691163987

Published to Princeton Scholarship Online: May 2018

DOI: 10.23943/princeton/9780691163987.001.0001

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PRINTED FROM PRINCETON SCHOLARSHIP ONLINE (www.princeton.universitypressscholarship.com). (c) Copyright Princeton University Press, 2022. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in PRSO for personal use.date: 17 May 2022

Spatial Fixations

Spatial Fixations

Chapter:
(p.56) 3 Spatial Fixations
Source:
Disruptive Fixation
Author(s):

Christo Sims

Publisher:
Princeton University Press
DOI:10.23943/princeton/9780691163987.003.0003

This chapter examines what spatial fixations that arose through designers' processes of problematizing and rendering technical excluded and how they fared once the Downtown School for Design, Media, and Technology became operational. It considers how forces that were excluded by educational reformers' fixations overflowed the project once it was launched. More specifically, it shows how fixation limited and distorted the ways that reformers imagined space. The chapter contrasts reformers' imaginings of connected but circumscribed “learning environments” with the ways that parents and caregivers helped construct and connect socially differentiated spaces for their children. It also explores racialized and classed geographies of New York City in relation to spatial fixations as well as the relationship between spatial fixations and school choice.

Keywords:   spatial fixations, Downtown School, educational reform, media technology, space, learning environments, parents, New York City, school choice

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