Beyond the Bus: Reconceptualizing School Transportation for Mobility Justice
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| Title: | Beyond the Bus: Reconceptualizing School Transportation for Mobility Justice |
|---|---|
| Language: | English |
| Authors: | Lenhoff, Sarah Winchell (ORCID |
| Source: | Harvard Educational Review. Fall 2022 92(3):336-360. |
| Availability: | Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://hepg.org/her-home/home |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | High Schools Secondary Education Junior High Schools Middle Schools |
| Descriptors: | Bus Transportation, Student Transportation, Social Justice, Access to Education, Equal Education, Attendance, High School Students, Middle School Students |
| Geographic Terms: | Michigan (Detroit) |
| DOI: | 10.17763/1943-5045-92.3.336 |
| ISSN: | 0017-8055 1943-5045 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1351262 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 0017-8055 1943-5045 |
| DOI: | 10.17763/1943-5045-92.3.336 |
