ABSTRACT
This chapter is focused on the relationship between critical geography and curriculum studies. The author discusses the ways in which three lenses—spaces that speak, spaces that leak, and spaces of possibility—might extend curriculum theory by way of new language and additional conceptual tools. The author then explores the historical development of critical geography as a subset of the field of geography. Critical geographers are interested in space, place, power, and identity, the author notes. Working with spatial analyses the author explores what these concepts might mean for the study of the lived experiences of children, parents, and teachers. He concludes with a description of how the relationship between subjectivity and space and the fluid character of social and spatial products as illuminated by critical geography might inform the field of curriculum studies.
