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Beyond the Bus: Reconceptualizing School Transportation for Mobility Justice.

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Title: Beyond the Bus: Reconceptualizing School Transportation for Mobility Justice.
Authors: LENHOFF, SARAH WINCHELL, SINGER, JEREMY, STOKES, KIMBERLY, MAHOWALD, JAMES BEAR, KHAWAJA, SAHAR
Source: Harvard Educational Review. Fall2022, Vol. 92 Issue 3, p336-360. 26p.
Subject Terms: *Transportation of school children, *School buses, *School rules & regulations, Justice, Transportation policy, Environmental justice, Intergenerational mobility
Geographic Terms: Detroit (Mich.)
Abstract: This essay combines an ecological perspective with a mobility justice theoretical framework to reconceptualize the relationship between school transportation and educational access. Authors Sarah Winchell Lenhoff, Jeremy Singer, Kimberly Stokes, James Bear Mahowald, and Sahar Khawaja document the problem of "getting to school" that is at the intersection of students' family, community, and social contexts and how it goes beyond whether there is a reliable mode of physical transportation. Bringing together a historical analysis of the policy landscape and interview data from parents and students in Detroit, they find that school transportation problems reflect the unequal political, social, and economic context in which families navigate enrollment and attendance. They discuss how policy makers can advance mobility justice in school policy by equitably distributing transportation resources, engaging students and parents as experts in developing and communicating transportation policy, and using institutional power to remedy structural barriers to educational access. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This essay combines an ecological perspective with a mobility justice theoretical framework to reconceptualize the relationship between school transportation and educational access. Authors Sarah Winchell Lenhoff, Jeremy Singer, Kimberly Stokes, James Bear Mahowald, and Sahar Khawaja document the problem of "getting to school" that is at the intersection of students' family, community, and social contexts and how it goes beyond whether there is a reliable mode of physical transportation. Bringing together a historical analysis of the policy landscape and interview data from parents and students in Detroit, they find that school transportation problems reflect the unequal political, social, and economic context in which families navigate enrollment and attendance. They discuss how policy makers can advance mobility justice in school policy by equitably distributing transportation resources, engaging students and parents as experts in developing and communicating transportation policy, and using institutional power to remedy structural barriers to educational access. [ABSTRACT FROM AUTHOR]
ISSN:00178055
DOI:10.17763/1943-5045-92.3.336