Influenced by the development of Marxist geography and social and cultural geography in the past two decades, geographies of education, which focus on the connections between educational space and social structures with a multi-dimensional perspective, have become one of the most fast-growing research fields within human geography in the west. This paper focuses on its definition, approaches and topics in the existing literature on geographies of education, sorting out the current research from two aspects: political-economic perspective and social-cultural perspective. The findings of this paper include: 1) geographies of education is a relatively new but fast-growing sub-field of human geography; 2) its process of knowledge production is mainly based on the western social contexts; 3) few research has focused on the educational phenomenon in non-western social contexts, and China in particular. This research argues that China -one of the biggest and most diverse educational systems in the world-has great potential of contributing to the current western-dominant geographies of education, especially given that the social and economic transformations in China has led to significant changes to its educational spaces.

近20 a来,西方教育地理学受马克思主义地理学以及社会文化地理学思想的影响,重新审视教育空间与社会结构的关联,从多维度进一步认识教育空间建构过程中的政治经济与社会文化机制。对西方教育地理学的产生和发展演变进行分析,并尝试从政治经济和社会文化两大视角,总结和归纳当前西方教育地理学研究的主要成果和内容。教育地理学是一门新兴而又发展迅猛的人文地理学分支,但该学科的理论和实证发展尚处于以西方为主导的阶段,强势的西方话语体系还未充分涉及和理解非西方国家背景下的教育现象。当前是非西方国家建构自身教育地理学理论特色,并与西方教育地理学研究展开理论和实践对话的重要机遇和窗口。中国拥有世界规模最大的教育群体,当前社会经济发展的转型和人口结构的改变也进一步塑造了教育空间的多样性和特殊性。总之,加深教育与空间关系的研究,增强教育地理学研究的中西对话,构建中国化的教育地理学研究体系,使教育空间成为考察中国社会经济转型的重要视角,是中国教育地理学研究未来应努力的方向。

The Xinjiang Class (Xinjiang neidi ban, or Xinjiangban) has far-reaching implications for Beijing's governance of ethnic minorities in Xinjiang. Existing literature has focused primarily on the Uyghur–Han dichotomy, with limited attention being paid to the actual multi-ethnic interactions that constitute the situated dynamics of policy implementation. Utilizing the notions of the space of prescription and the space of negotiation to develop an analytical framework, this paper argues that social relations in the Xinjiangban are ongoing constructions borne by everyday experiences of domination and negotiation, and that space is constitutive of this situated dynamic. Based on nearly four years of research at a Xinjiangban, we make a case for the fluidity and incoherence of the implementation of the Xinjiangban policy. Those who implement it at the school level produce a space of prescription that deploys specific spatial–temporal arrangements to manage expressions of ethnic identity. Driven by the need to achieve upward mobility, minority students are open-minded about the Han- and patriotism-centred education. However, they use innovative and improvised tactics to create spaces of negotiation to re-assert their ethnicities. In the Xinjiangban, minority students do comply with spaces of prescription, but they simultaneously keep their ethnic and religious practices alive.

Social capital has been used extensively in recent years to examine issues of social exclusion. Following Bourdieu, the concept is reintegrated into social theory alongside cultural and economic capital to examine the variations in the upgrading of gentrified areas of inner London. Three neighbourhoods in south London are compared and it is argued that their differences can, to a limited extent, be understood in terms of the differential deployment of cultural, social and economic capital by their middle-class residents. These neighbourhoods have acquired distinctive characters as a result and it is argued that the gentrification process in inner London is leading to heterogeneous middle-class neighbourhoods which contrasts with the perceived homogeneity of the traditional suburban area.

The concept of heterotopia was introduced and immediately abandoned by Michel Foucault in 1966–67, but it quickly diffused across human geography, urban theory, and cultural studies during the 1990s. Notwithstanding the deserved impact of Foucault's overall work on these fields, there are some conceptual problems with the heterotopia concept. While the desire for a single term to probe spatial difference is understandable, the author takes issue with the kind of space envisioned in heterotopology. From a close reading of Foucault's notes, and with the help of Deleuze, Derrida, and Althusser, it is suggested that the spatiality of Foucault's heterotopology repeats certain flaws of the structuralism in vogue in 1960s France. In order for heterotopias to be ‘absolutely different’ from ‘all the rest’ of space, Foucault needs to posit a totality to society and to perform a ‘slice of time‘. The author ends by briefly examining how the structuralist tendency of heterotopology has pervaded some recent Anglophone adoptions of Foucault. As both geography and postcolonial theory have shown, slicing time often conceals particularist suppositions and is therefore inadequate to account for the multiplicity and unevenness of geographical change.

Utopia makes itself heard as Raphael voices a critique of who we are and configures that no-where which, paradoxically, we want to reach. We look to Deleuze and Guattari when we say that that critique can be envisioned as resistance to the present. In the passage from no-where to now-here, we revisit the territories of utopia as critique of our times, as a way to approach the question of who we are and who we want to be. In our view, education still rests on the image of a future that unfolds in the encounter with others. Education and its need/potential to enable tomorrows, to invent promises that look to places of desire, spaces that take shape as heterotopias. The notion of utopia is strained at root because defined as a no-where. At school, it is bound to the potential to create new possibilities and alternatives for life in the here and now. In this article, we will grapple with the work we do in university classrooms and in educational institutions in the slums on the outskirts of the city of Buenos Aires as a gateway from which to envision and to problematize the world. From there, we will approach the voices where other possibilities are conquered and other spaces created on the basis of the unpredictable, voices rooted in education and the need for it that produce and produce themselves in the tensions of that (im)possibility. In sum, wording the world as creation of worlds.

This article responds to recent calls for rethinking management education and fostering a spatial understanding of educational practices. We propose to introduce Foucault’s notion of heterotopic space and the spatial thought of Lefebvre into the debate about the current and future state of business schools. In particular, we conceptually and empirically discuss the potential for understanding space in a way that addresses its productive force, its multiplicity and its inherent contradictions. Using the example of an experimental teaching project dedicated to the conception and physical design of a city of the future, we reflect upon the possibility of the emergence of ‘other’, heterotopic spaces within an institution of management learning. Our findings suggest that spatial interventions facilitate critically affirmative engagement with the business school by offering an imaginative approach to management education.

Critics of many popular urban school reforms in the United States allege that these reform efforts unfairly insert market forces into the public domain, resulting in widening inequalities. In this paper, I challenge the notion that market forces per se are responsible for the gentrification that school reform often facilitates. Drawing on in-depth interviews, government documents, and media accounts, I analyse one component of school reform in Boston, the overhaul of the city’s public school student assignment policy, which curtailed parental choice (and, therefore, market pressure) within the city’s school system, while still potentially perpetuating inequalities. I discuss the implications of these findings for urban social theory related to education reform.

Beyond their educational function, schools are frequently a focal point for community life. We argue that this latter role was compromised in New Zealand by a decade of neoliberal realignments within education policy. During the 1990s the abolition of school zones, the commodification of education, and the drive for efficiency in the allocation of educational resources undermined the place of school in community life. In this paper we explore the impacts of a school closure on an urban neighbourhood in Invercargill, New Zealand. We present and interpret narratives gathered during an interview-based study of the closure of Surrey Park Primary School. Our analysis highlights parents' perspectives on the role of the educational bureaucracy in the closure debate, the ambiguous role assigned to ‘community’ within the restructured system, the impact of the closure for low-income families, and the place of schools in contributing to the neighbourhood social cohesion. Our analysis concurs with international research suggesting that breaking links between schools and communities has potentially significant educational impacts on children.

From the perspective of social-spatial integration, on the basis of constructing framework in across-school segregation of compulsory education, using the multi-dimensional data such as the educational resources, teaching achievements and students’ family background of middle school in Dalian in 2015, on the basis of analyzing the state of division among social groups and their spatial performance, the basic types of school and their spatial distribution characteristics are summarized, and the spatial pattern on across-school segregation in compulsory education is summarized. This study argues that there are four types of middle school within the municipal area, namely, school for children of urban integrated social groups with good academic performance; school for children of industrial workers and general technicians with general academic performance; school for children of teachers, administrators of government and enterprises and professional technical personnel with excellent academic performance; and school in rural areas with worse academic performance but where the educational resources per capita were abundant. Schools of different types are distinct within the municipal area, forming five educational circles from the inside out, namely, the urban center education circle, the urban suburban education circle, the urban new district education circle, the peripheral urban education circle and the peripheral rural education circle. Type I schools dominate the urban center education circle, Type II schools are concentrated in the middle three circles, playing a major role in the urban new district education circle, Type III schools are distributed in the inner three circles, especially the urban center education circle, and Type IV schools dominate the peripheral rural education circle. Educational resources distribute alternately of high and low among the educational circles, and teaching achievements and the socio-economic status of students’ families are gradually reduced from the center to the periphery. Different social groups and school resources shape differentiated learning outcomes through the practice of educational activities, generate multiple types of schools and corresponding spatial distribution features, and the distribution of these schools is coupled with the socio-economic characteristics of the region to form different spatial types of compulsory education across school differentiation. The segregation of compulsory education has a multi-scale, multi-dimensional dynamic performance, from individual students, classes to schools, and then to cities, regions and even countries and with differences covering students’ personal characteristics, family background and income status, school resources, achievements and abilities, physical and mental health and many other fields. Segregation is a practical process, not a static state. Therefore, on the one hand, it is not appropriate to simplify or even label segregation to form stereotypes; on the other hand, it is necessary to show the complexity of segregation through more research.

利用2015年大连市初中学校多维数据，在分析社会群体间分异状况及其空间表现的基础上，概括了学校的基本类型及其空间分布特征，总结了义务教育校际分异的空间模式。在市域范围内存在4类学校，即成绩较好的城市综合社会群体子女学校；成绩一般的产业工人及一般技术人员子女学校；成绩优异的教师、政府和企事业单位管理者及专业技术人员子女学校；成绩落后但生均教育资源充沛的农村地区学校。4类学校在市域范围内分异明显，形成了从内向外的5个教育圈，即城市中心教育圈、城市郊区教育圈、城市新区教育圈、外围城镇教育圈和外围乡村教育圈。教育资源在教育圈之间呈高低相间分布的特点，教学成绩和学生家庭社会经济地位呈现出从中心向外围逐步降低的特征。

In recent years, attention has been given to the construction and development of new educational centers, but their spatial distribution across the cities has received less attention. In this study, the Average Nearest Neighbor (ANN) and the optimized hot spot analysis methods have been used to determine the general spatial distribution of the schools. Also, in order to investigate the spatial distribution of the schools based on the substructure variables, which include the school building area, the results of the general and local Moran and Getis Ord analyses have been investigated. A differential Moran index was also used to study the spatial-temporal variations of the schools’ distribution patterns based on the net per capita variable, which is the amount of school building area per student. The results of the Average Nearest Neighbor (ANN) analysis indicated that the general spatial patterns of the primary schools, the first high schools, and the secondary high schools in the years 2011, 2016, 2018, and 2021 are clustered. Applying the optimized hot spot analysis method also identified the southern areas and the suburbs as cold polygons with less-density. Also, the results of the differential Moran analysis showed the positive trend of the net per capita changes for the primary schools and first high schools. However, the result is different for the secondary high schools.

空间优化正从地理学的一个研究方向成为学科分支,但公平导向的公共服务空间分配优化研究还较薄弱。学区配置是这方面的一个典型问题,受到社会的广泛关注。针对“多校划片”的随机入学方式,以各居住小区所获得的教育质量期望值的方差来定义入学指标空间分配的公平程度,构建了以该方差最小化为目标、包含最大上学距离约束的二次规划模型,探求各小区对所获得指标进行随机抽签的情景下,各校入学指标在各小区的公平最大化分配,并以北京市石景山区为案例进行了应用研究。结果表明,在维持学校布局和师资配置现状的前提下,与“就近入学”相比,公平最大化的“多校划片”能以有限的上学距离代价,显著降低教育分配的空间差异。在最大上学距离为5 km的约束下,各小区教育质量期望值的方差降幅高达99%,教育质量期望值有所提升的小区或学生比例高达约2/3;付出的上学距离代价较显著但可接受,平均上学距离增加到3.99倍,达到3.20 km,仍低于案例区实际平均上学距离。当模型的最大上学距离参数从5 km逐步增至8 km时,教育公平的改善呈指数增长,平均上学距离呈算数增长;当距离为7 km时,各小区教育质量期望值的方差趋近于0,可基本实现上学机会的空间均等化。本文进一步讨论了优化结果对入学政策的启示。

There is a contemporary shift in the institutional context of ‘disabled’ children's education in the United Kingdom from segregated special to mainstream schools. This change is tied to wider deinstitutionalised or reinstitutionalised geographies of disabled people, fragile globalised educational ‘inclusion’ agendas, and broader concerns about social cohesiveness. Although coeducating children is expected to transform negative representations of (dis)ability in future society, there are few detailed explorations of how children's everyday sociospatial practices (re)produce or transform dominant representations of (dis)ability. With this in mind, children's contextual and shifting performances of (dis)ability in two case study school playground (recreational) spaces are explored. The findings demonstrate that children with mind—body differences are variously (dis)abled, in comparison with sociospatially shifting norms of ability, which have body, learning, and emotional—social facets. The discussion therefore places an emphasis on the need to incorporate ‘intellectual’ and ‘emotional’ differences more fully into geographical studies of disability and identity. The paper has wider resonance for transformative expectations placed on colocating children with a variety of ‘axes of difference’ (such as gender, ‘race’, ethnicity, and social class) in schools.

High quality public compulsory education resources have a strong capitalization effect on urban housing prices, which leads to the unique urban residential landscape and residential clustering. Such issue has become the focus in the field of public service provision. In the existing review studies, there is a lack of systematic discussion on the capitalization of educational resources. Based on the analysis of the concept and formation mechanism of the educational resources capitalization, we focused on the impact of school education quality and accessibility on housing prices, the measurement of educational resources capitalization, the residential clustering (segregation) caused by unbalanced distribution of educational resources, and coping strategies. First, from the perspective of the measurement of the quality of school education and its impact on housing prices and the measurement of the accessibility from dwelling places to schools and impact on housing prices, we summarized the relevant research on the impact of educational resources on housing prices. We introduced the mainstream methods to quantify the quality of school education and the impact of school education quality on housing prices. Then we commented on the limitations of traditional accessibility measurement methods, the advantages of the new comprehensive measurement methods, and the impact of school accessibility on housing prices. Second, we reviewed the four typical research methods (hedonic price method, fixed boundary method, instrumental variable approach, difference-in-difference method), some typical spatial econometric models, and geographically weighted regression model and their related applications, to examine the relevant literature on the measurement methods for educational resources capitalization. Finally, we summarized the research progress of educational clustering and coping strategies concerning the phenomenon of educational clustering (segregation) caused by school selection or school district policies and the policies on alleviating the problem. The following topics may be the direction of further discussion: tracking and evaluating the effect of enrollment policy, constructing a systematic research framework to alleviate the problem of education clustering, measuring the capitalization of educational resources covering the whole schooling period, designing more effective accessibility measurement methods for schools in each schooling period, assessing the impact of school accessibility on housing prices (especially rental prices) under the background of "school choice" policies, and following the dynamic changes of capitalization of educational resources under the policy of the same right of renters and owners in China.

优质公立义务教育资源对国内城市住房价格具有强烈的资本化效应,引发了相对显著的居住群分现象,已成为公共服务领域的热点问题。既有综述类研究缺乏对教育资源资本化的系统性探讨。论文在对教育资源资本化概念与形成机制进行解析的基础上,从教育资源对住房价格的影响、教育资源资本化计量、教育群分与应对策略3个视角进行述评。首先,分别从学校教育质量的测度及其对住房价格的影响、教育资源可达性的测度及对住房价格的影响2个方面,进行“教育资源对住房价格的影响”相关研究综述。其次,通过对测度教育资源资本化的4类典型方法(特征价格法、边界固定法、工具变量法、双重差分法)、部分典型空间经济计量模型与地理加权回归模型及相关应用进行评述,来梳理“教育资源资本化计量”相关文献。最后,围绕择校或学区政策可能引发的教育群分现象、缓解过度教育群分问题的政策研究,概述“教育群分与应对策略”的研究进展。入学政策效应追踪与评估、缓解教育群分现象的系统研究框架构建、覆盖各学段的教育资源资本化测度、针对各学段更加有效的学校可达性测度方法设计、国内租购同权政策下教育资源资本化的动态变化等,或可成为进一步探讨的方向。

The issue of social segregation in schools has seen a recent resurgence of interest, in the light of policies that have sought to expand parental choice. Most research has focused on segregation along lines of ethnicity or social background. Yet, the real consideration in the back of people's minds seems to be stratification along lines of pupil ability. This paper looks explicitly at this issue using the population of pupils entering secondary schools in England from 1996 to 2002. The study highlights wide disparities between peer-group ability in different schools. However, contrary to popular opinion, almost nothing has changed over these years in terms of the way pupils of different age-11 abilities are sorted into different secondary schools.

Since 2000, the Chinese government has implemented an ethnic boarding school policy called the Xinjiang Interior Class (Xinjiangban) system in order to promote social mobility and inter-ethnic mingling among the various ethnic groups of Xinjiang. The literature on this topic has focused primarily on the implementation of Han-centric education and Uyghur students' responses, with little attention paid to the diverse inter-ethnic interactions that constitute everyday politics in the Xinjiangban. In response, this article explores inter-ethnic politics in the Xinjiangban, by interrogating relations between Han school administrators, Uyghur students and non-Uyghur students in these schools. Based on four years of intensive ethnographic fieldwork inside a Xinjiangban in Southern China, the article finds that the program creates secure spaces in which students from various ethnic backgrounds can interact and communicate in meaningful ways, which in turn substantially enhances ethnic mingling but also generates new and unforeseen hierarchies of power as Uyghur students play vital roles in shaping the norms of the student network. The inter-ethnic politics of the Xinjiangban are an ongoing social construction, which are shaped by the power dynamic that exists between Han administrators and ethnic minority students, as well as the majority Uyghur students and those from other ethnic backgrounds.

During the processes of stock land redevelopment, appropriate profit allocation is key to promoting the implementation of urban renewal. Meanwhile, its intricate, multi-participant interest games tends to obstruct the progress of urban renewal programs. Many scholars have studied the various types of interest conflicts among different stakeholders, their game models, and cooperation patterns of urban renewal. However, studies on how to effectively coordinate the diverse demands of multiple stakeholders and solve the problems of profit allocation management derived from the land value increments in different urban renewal stages are insufficient. By reviewing the development of Guangzhou urban renewal policies and their impact on the profit allocation pattern in practices during the past decades, this study clarifies the intrinsic interrelationships among the interests of local governments, investors, and original owners in urban renewal, as they struggle to maximize their benefit. Using Guangzhou urban village redevelopment as an example, this study summarizes the interest concerns and difficulties in urban renewal implementation in terms of value orientation, identification of rights and interests, and management system. Simultaneously, it proposes an innovated urban renewal implementation path of interest coordination based on public priority, profit sharing, co-planning, and co-management. In the coming reserve planning era, to progress urban renewal programs, not only the financial balance but also other comprehensive impact factors should be well-considered. Further studies on multi-dimension and whole-process implementation path of urban renewal in the field of interest coordination could make the planning decisions and working scheme more feasible, which promote urban regeneration.

存量建设土地再开发过程中对增值利益的合理分配是推动城市更新实施的关键，而多方参与主体为此进行的复杂利益博弈，则是城市更新工作的阻力。鉴于此，以广州城中村改造为例，基于利益主体博弈视角，分析城市更新政策演进中利益分配格局的转变，并从价值导向、权益认定和管理体系三方面阐释影响城市更新主体利益平衡难、博弈周期长的难点，进而从促进存量时代城市更新实施的目标出发，结合改造方案编制的技术要点、审批流程与制度设计，从“公共优先、权益共享、一体化实施”3个方面提出了利益统筹的对策，以及引导价值转变，到合理认定权益，并通过管理体系统筹利益分配的实施路径，以加快城市更新共识的达成，实现存量土地价值盘活。

China's urbanization has created a large number of urban villages which, although they have been transferred to urban administration, have maintained their collective economies. Using a comparative perspective, this article investigates how villagers, the village collectives and the urban administration organize community governance in three urban villages on the fringes of the cities of Guangzhou, Wuhan and Shenyang. The findings suggest that successful village collective shareholding companies play a leading role in community governance by providing villagers with economic and social welfare, subsidizing community administration services, and mobilizing residents. The comparative analysis also shows that village shareholding companies employ different mechanisms based on the varied histories of their village collective economies, the ability of the village collectives to mobilize resources, and the degree to which the village collectives are engaged in the grassroots administrative structure. The article argues that the “not rural but not urban” governance mode of the urban villages illustrates China's fragmented urbanization planning. At the same time, it illuminates the dynamics of state–society relations during China's urbanization and how landless villagers and village collectives respond to urban transformation by adopting different strategies to preserve their individual and collective interests.

"Floating children" are an essential part of Chinese migrants but have long been ignored in research. In this paper, focusing on the floating children in Guangzhou, we attempt to examine the roles of the floating children in the construction of home by conducting interview, drawing, writing and etc. The findings are: (1) "Floating children" are experiencing complex family separation and reorganization, which leads to the uncertainty and instability of the space of home. Meanwhile, mobility has become the most important characteristic of the construction of home under the background of China's urbanization; (2) the perception of home for floating children who moved between rural and urban areas is a mosaic constructed by the overlapped experiences of growth process of their variables. The rural-urban dualism has become an important way to understand the space of home under the background of new-type urbanization; (3) floating children have the ability and means to help create their homes. They play an active role in this process in a variety of ways such as sharing their parents' responsibilities. They have their own means to help hold their homes together during the course of the rural-to-urban migration even though their family members are always on the go. This study aims to enrich the research on migration and children issues from the perspective of human geography, and to provide the public with practical empirical experiences and possible policy recommendations to understand the current floating children issues.

随迁流动儿童是当下中国流动人口重要且长期被学术界忽视的部分。城乡的空间跨越和生境差异对儿童关于“家”的理解产生深远影响。在文献回顾的基础上,以广州流动儿童作为研究对象,从“儿童视角”出发,通过绘图、写作、焦点小组讨论等适合儿童特点的方法进行数据的收集和分析,探讨城市流动儿童在家的建构过程中的参与和主观感知。主要结论为：① 随迁流动儿童经历着复杂的家庭分离和重组,这种动力机制在空间上体现出“家”空间的不确定性和不稳定性。流动性已成为新型城镇化背景下家空间最重要的特性;② 随迁流动儿童的“家”是城市的“家”和乡村的“家”叠加起来的意象。城市流动儿童摇摆在“城”与“乡”之间,其生长的经历中混杂着城市与乡村两种人地关系和生活经历。“城—乡”二元的混杂成为新型城镇化背景下理解“家”空间的重要路径;③ 流动儿童拥有构建“家”空间的能动性和策略。在“家”的构建过程中,流动儿童充分发挥他们的能动性,通过分担家庭责任等方式成为迁移的积极参与者,即使经历着与家庭成员的频繁分离,他们依然有自己的策略去维系“家”的存在,实现整个家庭在城乡迁移过程中的完整性和稳定性。研究结论丰富了国内人文地理学视角下的移民研究及儿童研究的相关理论成果,并为认识和缓解当前流动儿童问题提供可借鉴的实践经验和政策建议。

Different critical positions have emerged around the restructuring of space in postmodernity. I consider two sets of literature: the sceptical thesis (theses) of the ‘ageographia’ in Sorkin's edited collection Variations on a Theme Park and Foucault's affirmative thesis (theses) of the ‘heterotopia‘. These authors' works relate to a number of themes relevant to this paper: democratic public space, public space (comparing Canada and the USA) and its demise, spatial utopias, and the public library as public space and as ‘other’ space. Vancouver's newest civic landmark, the Vancouver Public Library, provides an illustrative case study with both ageographic and heterotopic qualities.

Urban villages play an important role in providing affordable housing to urban migrants in Chinese cities. They are considered as supplementary to the dual rural-urban system in China. Of central importance to studying urban villages is how the morphology of these informal settlements affects urban life. It is essential for urban planners and designers to examine the morphology of urban villages. This paper, therefore, investigates the morphology of urban villages using the case study of Dayuan Village in Guangzhou, China. The morphology of this urban village is tested against four main elements of urban morphology: urban density, accessibility, functional mix, and urban interface. Our results revealed that the type of street within the urban village has considerable influence on accessibility, functional mix, and urban interface. Regarding urban density, our results show that buildings’ height is not influenced by the centrality of buildings nor land value; however, it is likely that it is affected by planning agreements between the village committee and the local government. Land coverage does not comply with the planning regulation for residential districts. Regarding accessibility analysis, the number of entrances to streets is influenced by the type of street under analysis. The distribution of different types of functional mix is also affected by the type of street within the urban village. The buildings with a mix of ‘live/visit’ are concentrated along the formal streets and primary inner streets. The mono-functional use of ‘live’ and the bi-functional mix of ‘live/work’ are mostly located in the secondary inner streets. Regarding urban interface, our results demonstrate that the formal streets have an interface with considerable porosity, and that this can contribute to the livelihood of the immediate area.

In the context of COVID-19 pandemic, schools from China and even in the world have carried out online teaching. Currently, online teaching has turned “future” into “reality” and created phenomenon of “taking home as school”. The existing geographical literature has paid little attention to the practices of home schooling and construction of learning space at home in the special context of the pandemic. Borrowing the concept of alternative education space from geography of education, and employing questionnaire survey and semi-structured depth interview as research methods, this paper aims to examine college students' practices and processes of place-making of home schooling during the pandemic. The tension and strategies of spatial negotiation during home schooling are unfolded. Furthermore, this paper explores students' perception of home and school after experiencing home schooling. The findings include: (1) Home schooling during the pandemic is a complex process of integration between educational space and home space, which produces rich social implication that enriches the spatial meaning of educating and learning at home. (2) Construction of space of home schooling involves reconciliation between study and livelihood-making, as well as study and ordinary family activities. Among them the area and quality of learning space are closely related to economic and social conditions of family and community. Once learning practice is embedded in family daily life and space, the boundary between learning space and family space becomes blurred, which brings disturbance to home learning. (3) Students have the initiative and autonomy to construct learning space at home, and flexibly use space, time and identity strategies to interpret the spatio-temporal relationship between home space and learning space and to coordinate the identity expression of “family” and “student”. Through learning practices, home space is endowed with new educational meanings. The findings of this study enrich the current research on home space in the context of COVID-19 pandemic, echo geographers' raising concern on the construction of multiple educational space, and has great significance for understanding the relationship between education, learning practice and everyday space, as well as reflecting and supporting the needs of home schooling of different groups.

新冠疫情背景下,全国乃至全球各地学校纷纷开展“停课不停学”的线上教学,造就了“以家为校”的特殊教育现象。但疫情背景下居家学习引起的人地矛盾和协商问题尚未被充分认识。从替代性学习空间建构的视角切入,采用半结构深度访谈和问卷调查法,对疫情期间大学生居家建构学习空间的行为、过程和“矛盾–协商”影响因素等展开研究,发现：① 居家学习不仅是学习场所在地理空间上的位移,更蕴含着丰富的社会内涵和时代意义,其空间机制是教育空间与家空间的互嵌,从而赋予了教育行为新的空间过程和意义。② 居家替代性学习空间建构的过程是学习空间与家庭物理–生计空间和社区–家庭生活空间相互嵌套的复杂动态过程。其中,学习空间的大小和质量与家庭和社区的经济社会情况紧密相关;学习行为嵌入家庭日常生活后,学习空间与家庭生活空间的边界被模糊化,为居家学习带来干扰;③ 学生拥有居家建构学习空间的能动性和自主权,并灵活运用空间、时间、身份策略诠释家空间与学习空间的时空关系,也协调“家人”与“学生”的身份表达。研究在理论上探索教育和学习行为与空间的互嵌关系,在实践上反映和反思新冠背景下居家学习引起的教育人地矛盾和协商问题,服务于构建有序高效的居家教学。