ABSTRACT
The need to advance knowledge about policy, leadership, curriculum, pedagogy, teacher education and education more broadly has never been more pressing. Coronavirus disease (COVID-19), in the first few months of 2020, literally brought educational systems in the United States and abroad to an unpredictable pause. COVID-19 has negatively affected the lives of communities all over the world. Spatial, sociological dimensions of conceptualizing urban education include micro-level analyses of space – smaller, dialogic communities such as schools or classrooms that advance particular ways of knowing in urban education. Meso-analyses may examine contexts that are broader than micro-analyses such as districts, collections of schools or even state level that provide analytic tools to describe places of studying and theorizing. Macro-level analyses and naming might be used, perhaps, in conceptualizing “big” data projects in urban education.
