The possibilities and potentials of spatial justice and social studies education research: An invitation to space

Grounded in the assumption that our worlds are inherently spatial, this conceptual article offers an invitation to meaningful dialog about how critical approaches to, and understandings of, space in the theorization, design, and purpose of social studies education research might offer another path forward (or productively sideways) for justice-centered scholarship. We aim to highlight the potential of spatialized ontologies, outline the spatial turn in education research, and articulate the relevance and potential of spatial justice for social studies research. The spatial justice invitation we offer entails four “entry points” (epistemological positions and theoretical perspectives, research questions and methodological approach, methods of data collection and analysis, and research representation and dissemination) alongside one reflexive “center point” (ontology and positionality) for social studies researchers to consider when employing spatial justice in their scholarship. Using the “case” of classroom censorship laws, this article offers generative ways of thinking about social justice in social studies educational research by providing novel directions for inquiry into pervasive issues. To this end, we argue that critical spatial frameworks are poised to invite inquiry and analysis of the social studies disciplines (e.g. economics, geography, history, political science) to advance both dialog and praxis of the liberatory aims of social studies research, teaching, and practice.