Abstract This article draws on critically oriented scholarship at the intersection of surveillance, space, and race to explore the deep struggles over space between teachers and students at a public school in the c and teachers and students at an Arabic community language school that rents the public-school facility on Saturdays. Evidence collected during two years of ethnographic fieldwork suggests that processes of racializing surveillance (Browne 2012; Selod 2018) were materially enacted by public school actors as spatial regimes that regulated the micro-level spatial practices of the community-school teachers and students. These regimes, which I call spatial policing, sanctioned how spaces (e.g. classrooms, whiteboards, desks) could or could not be used by the community-school teachers and students and regulated where they could sit and what they could use and say in the space. I argue that these regimes of spatial policing served to constitute the public school as a White public space (Hill 1998) and socialized the community-school teachers and students into invisible and apolitical subjectivities. The findings illuminate the ways by which the politics of space can offer a generative lens to understating how the marginalization of racialized language speakers is spatially enacted and how it affects the teaching and learning of language in education spaces.
Rima Elabdali (Tue,) studied this question.