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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]
Copyright of Harvard Educational Review is the property of Harvard Education Publishing Group and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: Beyond the Bus: Reconceptualizing School Transportation for Mobility Justice.
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  Data: <searchLink fieldCode="JN" term="%22Harvard+Educational+Review%22">Harvard Educational Review</searchLink>. Fall2022, Vol. 92 Issue 3, p336-360. 26p.
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  Data: *<searchLink fieldCode="DE" term="%22Transportation+of+school+children%22">Transportation of school children</searchLink><br />*<searchLink fieldCode="DE" term="%22School+buses%22">School buses</searchLink><br />*<searchLink fieldCode="DE" term="%22School+rules+%26+regulations%22">School rules & regulations</searchLink><br /><searchLink fieldCode="DE" term="%22Justice%22">Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Transportation+policy%22">Transportation policy</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+justice%22">Environmental justice</searchLink><br /><searchLink fieldCode="DE" term="%22Intergenerational+mobility%22">Intergenerational mobility</searchLink>
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  Data: 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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  Data: <i>Copyright of Harvard Educational Review is the property of Harvard Education Publishing Group and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=159064256
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        Value: 10.17763/1943-5045-92.3.336
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      – Code: eng
        Text: English
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      – SubjectFull: School buses
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      – SubjectFull: School rules & regulations
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      – SubjectFull: Justice
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      – SubjectFull: Environmental justice
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      – SubjectFull: Intergenerational mobility
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      – SubjectFull: Detroit (Mich.)
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              Text: Fall2022
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