Reclaiming public space as educational space

Abstract

This commentary reframes public space as critical infrastructure for learning as resistance. In an era of shrinking commons and commodified third spaces, it argues that porches, parks, plazas, and sidewalks are vital educational terrains – especially for historically marginalized communities. Centering learning as spatial theorization and process for change, I explore how learning is used to reclaim, reshape, and radicalize space. The main points highlight how learning acts as a form of spatial disruption and collective memory. In doing so, I call for an expanded view of educational infrastructure that transcends school walls and is grounded in community, justice, and shared stewardship. Reclaiming public education, I argue, begins with reclaiming public space.