Socio-spatial segregation in school-society relational spaces from the perspectives of Turkish immigrant mothers: “Where are the Germans?”

Resumo: Renda fundiária urbana é uma categoria pouco explorada pela maioria dos estudos mais recentes sobre o urbano. Porém, essa categoria oferece uma possibilidade de abordagem do urbano que permite a análise de fenômenos importantes, como a hierarquização dos usos do solo, o papel do setor imobiliário para a acumulação do capital e para a reprodução das relações de produção capitalistas, além de ser importante para o entendimento do processo de segregação sócio-espacial e fragmentação do espaço no urbano. Assim, levando-se em consideração os estudos passados e as dificuldades que ainda hoje permanecem, a questão da renda fundiária é retomada no presente artigo. Como forma de viabilização da análise da questão da renda fundiária urbana foi realizado um estudo de caso sobre uma modalidade de intervenção no urbano por parte do setor imobiliário em aliança com o mercado financeiro no município de São Paulo: os Fundos de Investimento Imobiliário e a Securitização de Recebíveis Imobiliários. THE URBAN LAND RENT: A CATEGORY OF ANALYSIS STILL VALID Abstract: Urban land rent is a category little explored by most recent urban studies. However, this category offers a possible approach for urban space that allows the analysis of relevant phenomena, like hierarchy in land use, the role of the real estate industry for capital accumulation and for reproduction of relationships in capitalist production, besides its importance in understanding the socio-spatial segregation and fragmentation process. In this sense, taking into account earlier studies and difficulties that still remain, this article aims to analyse the problem of land rent. To make this analysis possible, we present a case study about a kind of urban intervention by real estate agents in association with the finance market in the city of São Paulo: Real Estate Investment Funds and Real Estate Bonus. Keywords: Urban Land Rent, Fragmentation, Socio-Spatial Segregation, Urban, Real Estate Financing, Reproduction of Capital.

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Somali Immigrant Mothers’ Experiences of School Engagement: Implications for School Leaders

Educational Administration Quarterly ◽

10.1177/0013161x211033555 ◽

2021 ◽

pp. 0013161X2110335

Author(s):

Nimo M. Abdi

Keyword(s):

School Engagement ◽

School Leaders ◽

Parental Knowledge ◽

School Structure ◽

Immigrant Mothers ◽

Coloniality Of Gender ◽

Gender Based ◽

And Gender ◽

Somali Immigrant ◽

Mothers Experiences

Purpose: This critical phenomenology study examines the experiences of Somali mothers’ involvement with an urban school in London, United Kingdom. Specifically, the study explores Somali mothers’ experiences and responses in navigating the coloniality of gender discourses imbedded in school structure and culture. The research questions that guided the study concerned the gender-based tools that Somali mothers use to navigate the school structure and culture and how school leaders can recognize and tap into parental knowledge and ways of being to serve these communities. Methods: This study is based on the stories of five Somali immigrant mothers. Data collection included focus groups, field memos, site observations, and school archival data. Data were analyzed through hermeneutic interpretation of whole-part-whole. Findings: Somali mothers use three important elements—identity, resistance, and traditions—to respond to coloniality of gender in school as they negotiate tensions between the Somali conception of motherhood and western notions of gender. The findings emphasize the practices rooted in Indigenous Somali culture and gender roles as assets. Implications: This research argues that the matripotent leadership practices of Somali mothers can inform theory, practice, and policy, as these practices offer a more collective and humanizing approach to leadership centered in ideals connected to a non-Western conception of motherhood, gender, and gender dynamics.

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