Public schools have served as a primary instrument to transmit, produce, and reproduce societal values and roles. Research has grappled with the role of schools vis-à-vis broader society, politics, and economy, and by extension, acknowledged the role that non-school institutions play in creating current educational conditions. This course explores the linkages between non-school institutions and public education. We will apply a spatial lens to the study of public education, grappling with the interrelated concepts of place and geography. Examining place focuses on locational specificities bound by jurisdictional lines, and includes characteristics of the built environment; demographic attributes of residents in a particular location; and social, political, economic, and institutional relations of those locations. Analyses of geography may be more abstract and operate at a higher level. They generally encompass larger scales, mobility across jurisdictional boundaries, and are less contingent on the specificities of micro-level built environments and social relationships in a particular location. Using this spatial lens will help deepen understanding of public schools as not only educational, but also social, political, and physical infrastructure. This course will also have a strong focus on practice, and grapple with questions about how policy is made and what barriers or opportunities exist for cross-sector collaboration at all levels of government. I am strongly committed to the relevance of this course for your own intellectual and professional development. The course will challenge you to think about how the readings and concepts can inform and transform your own practice as a planner, educator, and scholar.