Abstract
This article, based on an ethnographic study of an urban General Education Development (GED) program, suggests that for some marginalized young men of color, Adult education programs are counter-spaces of spatial justice in opposition to previous negative school spaces. Framed by critical race theory (CRT) and drawing on critical geography and adult education literature on space and place, the author defines these counter-spaces through four dimensions: place, temporal, intrapersonal, and interpersonal, maintaining that they are not equivalent to activities or experiences although they may inhabit them. The article concludes with implications for the use of CRT in understanding GED as potential counter-space.
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