While most educational literature on space has tended to ask what spatial studies can offer education, this article works primarily to educationalize theories of space. It does so by homing in on Henri Lefebvre’s theorization of the production of space as a potentially revolutionary activity. After spending some time situating Lefebvre’s historical and theoretical analysis, it takes his understanding of the production of space as an educational problematic, and in turn seeks to develop a spatial educational theory and a pedagogy for space, the latter being the mobilization of the former. In particular, I propose to augment Lefebvre’s spatial triad of 1) spatial practice, 2) representations of space, and 3) representational spaces with an educational triad of 1) teaching, 2) learning, and 3) studying. I propose that each component needs to be held in a precarious, contingent, and dialectical relation. In order to ask more precisely after this relationship and to grasp how we might deploy this educational theory to understand and produce space, I read the theory through the Baltimore Rebellion of 2015. I contend that the Baltimore Rebellion was a struggle over the space of the city, and that it was a deeply pedagogical affair that entailed the orchestration of teaching, learning, and studying.
Accepted manuscript of article originally published in: Ford, Derek R. "A Pedagogy for Space: Teaching, Learning, and Studying in the Baltimore Rebellion," Policy Futures in Education 14 (2016): 176-193. doi: 10.1177/1478210315608272 Original article may be found at: http://pfe.sagepub.com/content/14/2/176.full.pdf+html