Abstract
ABSTRACT The ways in which urban schooling intersects with gentrification in US cities is an understudied yet growing reality. Within this wider reality, even less is known about how youth resist gentrifying agendas that seek to displace them from learning in rebranded cities. Drawing from an ethnographic study on urban place-based education at a high school situated amid efforts to rebrand the downtown of a southwestern city, the author proposes the right to the school as an extension to the right to the city. The right to the school is a framework to trace and understand how youth geographies intersect with (a) localized struggles over urban public schooling in the context of gentrification and (b) the formation of youth agency amid those struggles. To illustrate the right to the school, general findings and student vignettes are provided.
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