For many students, the classroom is not the central focus of school. The school's corridors and doorways are areas largely given over to student control, and it is here that they negotiate their cultural identities and status among their peer groups. The flavor of this “corridor culture” tends to reflect the values and culture of the surrounding community. Based on participant observation in a racially segregated high school in New York City, Corridor Cultures examines the ways in which school spaces are culturally produced, offering insight into how urban students engage their schooling. Focusing on the tension between the student-dominated halls and the teacher-dominated classrooms and drawing on insights from critical geographers and anthropology, it provides new perspectives on the complex relationships between Black students and schools to better explain the persistence of urban school failure and to imagine ways of resolving the contradictions that undermine the educational prospects of too many of the nations' children. Dickar explores competing discourses about who students are, what the purpose of schooling should be, and what knowledge is valuable as they become spatialized in daily school life. This spatial analysis calls attention to the contradictions inherent in official school discourses and those generated by students and teachers more locally. By examining the form and substance of student/school engagement, Corridor Cultures argues for a more nuanced and broader framework that reads multiple forms of resistance and recognizes the ways students themselves are conflicted about schooling.

For many students, the classroom is not the central focus of school. The school's corridors and doorways are areas largely given over to student control, and it is here that they negotiate their cultural identities and status among their peer groups. The flavor of this “corridor culture” tends to reflect the values and culture of the surrounding community. Based on participant observation in a racially segregated high school in New York City, Corridor Cultures examines the ways in which school spaces are culturally produced, offering insight into how urban students engage their schooling. Focusing on the tension between the student-dominated halls and the teacher-dominated classrooms and drawing on insights from critical geographers and anthropology, it provides new perspectives on the complex relationships between Black students and schools to better explain the persistence of urban school failure and to imagine ways of resolving the contradictions that undermine the educational prospects of too many of the nations' children. Dickar explores competing discourses about who students are, what the purpose of schooling should be, and what knowledge is valuable as they become spatialized in daily school life. This spatial analysis calls attention to the contradictions inherent in official school discourses and those generated by students and teachers more locally. By examining the form and substance of student/school engagement, Corridor Cultures argues for a more nuanced and broader framework that reads multiple forms of resistance and recognizes the ways students themselves are conflicted about schooling.

Corridor offers a series of conceptually provocative readings that illuminate a hidden and surprising relationship between architectural space and modern American fiction. By paying close attention to fictional descriptions of some of modernity’s least remarkable structures, such as plumbing, ductwork, and airshafts, Kate Marshall discovers a rich network of connections between corridors and novels, one that also sheds new light on the nature of modern media. The corridor is the dominant organizational structure in modern architecture, yet its various functions are taken for granted, and it tends to disappear from view. But, as Marshall shows, even the most banal structures become strangely visible in the noisy communication systems of American fiction. By examining the link between modernist novels and corridors, Marshall demonstrates the ways architectural elements act as media. In a fresh look at the late naturalist fiction of the 1920s, ’30s, and ’40s, she leads the reader through the fetus-clogged sewers of Manhattan Transfer to the corpse-choked furnaces of Native Son and reveals how these invisible spaces have a fascinating history in organizing the structure of modern persons. Portraying media as not only objects but processes, Marshall develops a new idiom for Americanist literary criticism, one that explains how media studies can inform our understanding of modernist literature.

The Heritage Corridor argues for a transnational approach to investigating and recording heritage places that emerge from histories of migration. Addressing the material legacy of migration, this book also relates it to issues of contemporary importance. Presenting an image of the built environment of migration as one shaped by the ongoing flows of people, ideas, objects and money that circulate through migration corridors, Byrne proposes that houses and other structures built by migrants in their home villages in China over the period 1840–1940 should be seen as crystallisations of the labour, aspirations and longings enacted and experienced by their builders while overseas. Demonstrating that the material world of the migrant is distributed across transnational space, the book calls for an approach to the heritage of migration that is similarly expansive. It proposes and illustrates new methods and strategies for heritage practice. The Heritage Corridor is a book for scholars and students in the fields of critical heritage studies, migration studies and Chinese diasporic mobilities. It is designed to be accessible to heritage practitioners, readers with an interest in the material worlds of migration, past and present, and to all those with an interest in the ‘archaeology’ of transnational migration.

The concept of community-led research has taken off in recent years in a variety of fields, from archaeology and anthropology to social work and everything in between. Drawing on case studies from Australia, the Pacific and Southeast Asia, this book considers what it means to participate in community-led research, for both communities and researchers. How can researchers and communities work together well, and how can research be reimagined using the knowledge of First Nations peoples and other communities to ensure it remains relevant, sustainable, socially just and inclusive?

Youth, Education, and Marginality: Local and Global Expressions is a close examination of the lives of marginalized young people in schools. Essays by scholars and educators provide international insights grounded in educational and community practice and policy. They cover the range and intersections of marginalization: poverty, Aboriginal cultures, immigrants and newcomers, gay/lesbian youth, rural—urban divides, mental health, and so forth. Presenting challenges faced by marginalized youth alongside initiatives for mitigating their impact, the contributors critique existing systems and engage in a dialogue about where to go from here. Youth poetry, prose, and visual art complement the essays.

How does history end? -- The Red Queen -- Will to power -- Economics outside the corridor -- Allegory of good government -- The European scissors -- Mandate of Heaven -- Broken Red Queen -- Devil in the details -- What's the matter with Ferguson? -- The paper leviathan -- Wahhab's children -- Red Queen out of control -- Into the corridor -- Living with the leviathan.