@incollection{HoelscherGerhardMarquardt2021,
  author    = {Michael Hoelscher and Ulrike Gerhard and Editha Marquardt},
  title     = {Knowledge Society, Educational Attainment, and the Unequal City: A Sociospatial Perspective},
  series = {Space, Place and Educational Settings},
  editor    = {Tim Freytag and Douglas L. Lauen and Susan L. Robertson},
  publisher = {Springer},
  address   = {Cham},
  isbn      = {978-3-030-78596-3},
  doi       = {https://doi.org/10.1007/978-3-030-78597-0\_2},
  pages     = {7 -- 31},
  year      = {2021},
  abstract  = {Education plays a key role in knowledge society, since, from a meritocratic perspective, it opens up fair opportunities for well-paid jobs, thereby increasing social mobility and well-being more generally. In order to foster their economic competitiveness, cities are therefore encouraged to engage in knowledge-based urban development by trying to provide good schools and world-class universities to attract the “creative class.” However, meritocracy is a “myth,” as access to educational opportunities is itself socially biased. With the example of Heidelberg, a so-called “knowledge pearl,” we show how knowledge-institutions, such as the university, may shape socioenvironmental contexts in ways conducive to spatially selective access to—and use of—educational opportunities. Instead of reducing social polarization, knowledge-institutions may instead (re-)produce inequalities.},
  language  = {en}
}