Date of Award
5-2026
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Division of Education and Counseling
First Advisor
Renee Akbar, Ph.D, Chair
Second Advisor
Leslie Haas, Ed.D
Third Advisor
Jennifer Foley, Ph.D
Keywords
Educational Placemaking, Play-Based Learning, Spatial Justice, Urban Education, Child-Centered Design, Community Co-Creation, Informal Learning, Educational Equity, Qualitative Comparative Analysis, Urban Planning, Early Childhood Education, Community Well-Being
Abstract
Too often, play is dismissed as a simple childhood pastime, but what if it were understood as a radical tool for transformation? This research examines how play-based learning (PBL) interventions can serve as a framework for systemic change. Grounded in Edward Soja’s theory of spatial justice, which holds that socially valued resources and opportunities are unevenly distributed across geographic spaces (Soja, 2010), the study investigates how public spaces can serve as culturally reflective sites of learning and, when co-created with children and their communities, help address historical structural inequities. This research establishes educational placemaking as a framework for understanding play-based, community-driven interventions that embed informal learning opportunities in everyday public spaces to advance spatial justice, educational equity, and community well-being. This approach integrates principles from placemaking, child-centered design, and play-based learning to create environments that recognize and respond to children’s developmental, cultural, and civic needs. Educational placemaking positions children as co-creators of urban space and treats learning as a collective, place-based process that extends beyond formal classroom settings. This study uses fuzzy-set Qualitative Comparative Analysis (fsQCA) to determine how and under what conditions educational placemaking initiatives advance spatial justice. Fifteen case studies from five established social impact programs were selected for their focus on child-centered urban interventions. The analysis identified patterns across cases to determine which combinations of community co-creation, child-centered design, policy integration, and urban density contribute to three interrelated outcomes: increased access to play, improved educational outcomes, and strengthened community cohesion. Ultimately, the study finds that PBL serves as a meaningful mechanism for advancing educational equity and spatial justice when intentionally integrated into urban design through community-centered, child-inclusive processes.
Recommended Citation
Spencer, Hillary René, "Educational Placemaking: The Radical Power of Play" (2026). Electronic Theses and Dissertations. 184.
https://digitalcommons.xula.edu/etd/184