Socio-spatial dimensions of school closures and neighbourhood change in Ontario: An environmental injustice?

IF 2.4 Q2 GEOGRAPHY
Patricia A. Collins , Rachel Barber , Jeff R. Masuda , Gabrielle Snow
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引用次数: 1

Abstract

In addition to their educational purposes, public schools and their surrounding properties are essential to community liveability, as they enrich the daily lives of children, parents, and nearby residents. Yet, decisions are being made to close schools in Ontario, Canada based on declining enrolments, without due consideration of these benefits. Since 2011, over 400 public schools have been closed in Ontario, causing communities across the province to lose essential hubs. In a province where significant socio-spatial inequities persist, public school closures could worsen the conditions of daily living for residents in neighbourhoods that have already been deprived of resources and opportunities through failed public policy. The objectives of this study were to document the spatial scope of public school closures in Ontario, to understand the population change profiles in communities where closures happened, and to elucidate how these closures temporally relate to structural vulnerabilities of the communities in which these closures took place. Using Census-derived deprivation index scores geo-coded dataset to both currently open and recently closed public schools in Ontario, our analysis revealed three key findings. First, school closures have occurred disproportionately in small to mid-sized cities and rural communities. Second, there is no evidence of significantly declining child populations prior to school closures, in communities where schools closed. And third, closures were more common in higher deprivation communities in small to mid-sized cities. Taken together, these findings offer critical insights on the challenges that many communities face due to insufficient and inequitable policies that govern school closure decisions in Ontario. The study signals an urgent need for a more collaborative, forward-thinking, and equity-oriented school closure decision-making model that supports residents and protects communities from losing a vital public asset.

安大略省学校关闭和社区变化的社会空间维度:环境不公正?
除了教育目的外,公立学校及其周围的物业对社区的宜居性至关重要,因为它们丰富了孩子、父母和附近居民的日常生活。然而,在加拿大安大略省,由于入学人数的下降而决定关闭学校,而没有适当考虑这些好处。自2011年以来,安大略省已有400多所公立学校关闭,导致全省各地的社区失去了重要的中心。在一个社会空间不平等现象持续存在的省份,公立学校的关闭可能会使社区居民的日常生活条件恶化,这些社区已经因失败的公共政策而被剥夺了资源和机会。本研究的目的是记录安大略省公立学校关闭的空间范围,了解发生关闭的社区的人口变化概况,并阐明这些关闭与发生关闭的社区的结构脆弱性在时间上的关系。使用人口普查得出的剥夺指数分数地理编码数据集来分析安大略省目前开放和最近关闭的公立学校,我们的分析揭示了三个关键发现。首先,中小城市和农村社区的学校关闭比例过高。其次,在学校关闭的社区,没有证据表明学校关闭前儿童人口显著下降。第三,在中小城市的贫困程度较高的社区,关闭更为常见。综上所述,这些发现为许多社区面临的挑战提供了重要的见解,这些挑战是由于安大略省管理学校关闭决策的政策不充分和不公平。该研究表明,迫切需要一种更具协作性、前瞻性和以公平为导向的学校关闭决策模式,以支持居民并保护社区不失去一项重要的公共资产。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Wellbeing Space and Society
Wellbeing Space and Society Social Sciences-Social Sciences (miscellaneous)
CiteScore
2.70
自引率
0.00%
发文量
46
审稿时长
124 days
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