| Abstract: | Abstract Various social and geographical strategies that have been used to assign children to schools in the United States are examined in order to: 1) support the contention that social space and geographic space are rarely considered in concert in the context of community problem solving, 2) point out the need for the consideration of various socio-spatial concepts such as action space, territoriality, and neighborhood in social scientific research addressing itself to the understanding of social issues, and 3) urge consideration of the fundamental changes overtaking American society, particularly the processes of time-space convergence which underlie the socio-geographical reorganization of earth space. |
