The geography of education: new frontiers [Die geografie van onderwys: nuwe fronte]

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dc.contributor.authorVan Der Merwe J.H.
dc.date.accessioned2011-05-15T16:00:31Z
dc.date.available2011-05-15T16:00:31Z
dc.date.issued1989
dc.description.abstractThe prominence of education as a prerequisite for social and economic development necessitates continuous research on all elements of the subject. Drawing on an exhaustive overview of literature from all disciplines addressing spatial aspects of education-related issues, the scope for geographical research in this field is discussed. Paradigmatic vantage points from the divergent positivist and structuralist schools are compared and the spatial approach is justified. In conclusion a scheme is devised to accommodate research on the geography of education from a reformist epistemology. A scale-specific approach is recommended which allows traditional geographers to study spatial inequalities in education at the meso and macro scale. Structuralist theory accounting for the effects/outcomes of the educational system is considered more appropriate for studies at the micro scale. -from English summary
dc.identifier.citationSouth African Geographer
dc.identifier.citation17
dc.identifier.citation02-Jan
dc.identifier.urihttp://hdl.handle.net/10019.1/11743
dc.subjecteconomic growth
dc.subjecteducation system
dc.subjectliterature review
dc.subjectpositivist approach
dc.subjectsocial development
dc.subjectspatial inequality
dc.subjectstructuralist theory
dc.titleThe geography of education: new frontiers [Die geografie van onderwys: nuwe fronte]
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