Schools as meeting places: critical and inclusive literacies in changing local environments

In this article, the author have considered the school as a place that brings together a diverse community of people with distinctive histories, roles, and resources. Together they co-create the school as a particular kind of meeting place that produces its own affordances for learning. She have provided a snapshot of pedagogies that allow children to experience active, agentic participation in the processes of community development and change to the built environment. Schools represent microcosms of the wider power-geometries in which places are related. Wells's school is located in the poor and multicultural western suburbs of Adelaide, which are gradually in the process of being gentrified. The new superschool is hoping to attract new families buying homes in the area, people who are likely to be more affluent than the public housing residents whom they will replace. Refereed/Peer-reviewed