'Now They're Coming After Our Schools': Interrogating Urban Intimacies of Children and Displacement

Education scholars grappling with policy issues related to community and identity issues may pay attention to the work of emotion. Rationalist, psychological frameworks that bound many educational researchers' policy analyses are limited in scope: the policy process is seen as a linear cause-and-effect process. A feminist geographic attention to this research offers a more complex understanding of the experiences of policy. Using children's displacement by gentrification as an example, this commentary will show how a feminist geographic understanding of place attachment offers a more complete understanding of the effects of gentrification. Specifically, using the concept of the 'intimate city' (Datta 2016), I show how the global process of gentrification is entangled with the intimate embodiment of emotions. And in order to effectively study education policy, we must be attuned to how children embody their emotions.