Pub Date : 2022-05-10DOI: 10.1080/14733285.2022.2073194
I. Tsevreni, Anna Tigka, Vasilia Christidou
ABSTRACT The paper explores the participation experiences that a nursery school gained through its involvement in an environmental education program that focused on the transformation of the school ground. The research took place in a nursery school in Greece, in which 15 preschool children aged 4 years old and their teacher were engaged in participatory action research. The research emphasizes the rights and abilities of young children as equal participants, solution seekers, problem solvers and initiators of action on authentic issues of their everyday environment. The research was based on a combination of action research and participatory planning methods. The findings of the research highlight the ability of young children to express their ideas and practice critical thinking, problem-solving and collaboration skills. When the teachers decided to withdraw their authority, the whole nursery school practiced democratic dialogue and action skills. New participation experiences took place for both children and adults.
{"title":"Exploring children’s participation in the framework of early childhood environmental education","authors":"I. Tsevreni, Anna Tigka, Vasilia Christidou","doi":"10.1080/14733285.2022.2073194","DOIUrl":"https://doi.org/10.1080/14733285.2022.2073194","url":null,"abstract":"ABSTRACT The paper explores the participation experiences that a nursery school gained through its involvement in an environmental education program that focused on the transformation of the school ground. The research took place in a nursery school in Greece, in which 15 preschool children aged 4 years old and their teacher were engaged in participatory action research. The research emphasizes the rights and abilities of young children as equal participants, solution seekers, problem solvers and initiators of action on authentic issues of their everyday environment. The research was based on a combination of action research and participatory planning methods. The findings of the research highlight the ability of young children to express their ideas and practice critical thinking, problem-solving and collaboration skills. When the teachers decided to withdraw their authority, the whole nursery school practiced democratic dialogue and action skills. New participation experiences took place for both children and adults.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116917979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-08DOI: 10.1080/14733285.2022.2071601
R. Kumari
ABSTRACT This paper analyses the role of portacabin schools of Bastar, Central India, in historically and politically constructing the gendered subjectivities of Indigenous girls. Hailed as a prime site of development for Indigenous (Adivasi) subjectivities, the newly built residential schools are the governmental response to the decades-long conflict between the state and local Adivasi populations that have struggled against the state oppressions and encroachments. Portacabin schools emerge as a critical site of intervention where multilateral agencies contest each other to ‘empower’ Indigenous girls. In this paper, I analyse constructions of Adivasi girlhoods that are in line with the larger exclusionary framework according to which Adivasi communities have historically been marginalized. However, I also show the ways in which girls subvert and contest the very constructions in their strategic use of voice and silence.
{"title":"Constructions and contestations of Indigenous girlhoods in residential schools in Central India","authors":"R. Kumari","doi":"10.1080/14733285.2022.2071601","DOIUrl":"https://doi.org/10.1080/14733285.2022.2071601","url":null,"abstract":"ABSTRACT This paper analyses the role of portacabin schools of Bastar, Central India, in historically and politically constructing the gendered subjectivities of Indigenous girls. Hailed as a prime site of development for Indigenous (Adivasi) subjectivities, the newly built residential schools are the governmental response to the decades-long conflict between the state and local Adivasi populations that have struggled against the state oppressions and encroachments. Portacabin schools emerge as a critical site of intervention where multilateral agencies contest each other to ‘empower’ Indigenous girls. In this paper, I analyse constructions of Adivasi girlhoods that are in line with the larger exclusionary framework according to which Adivasi communities have historically been marginalized. However, I also show the ways in which girls subvert and contest the very constructions in their strategic use of voice and silence.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126977321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1080/14733285.2022.2071598
Patricio Cuevas‐Parra
ABSTRACT Children’s participation has significantly increased in the last three decades; however, participation rights, as outlined in the UN Convention on the Rights of the Child, are often undermined by a range of dominant identities and traditional social constructions. As children’s participation processes are immersed in complex environments and multifaceted social identities, this article examines the experiences of marginalised children in Brazil and explores how identities enable or restrict their opportunities to realise their participation rights. By discussing the intersection between identities and inequalities, the paper revisits a model for child participation proposed by Laura Lundy and offers an expanded typology that includes three dimensions: ‘intersecting identities’, ‘enabling environments’ and ‘dimension factors’. In doing so, the revised model seeks to address complex forms of exclusion and marginalisation which result from a range of intersecting social categories.
{"title":"Multi-dimensional lens to article 12 of the UNCRC: a model to enhance children’s participation","authors":"Patricio Cuevas‐Parra","doi":"10.1080/14733285.2022.2071598","DOIUrl":"https://doi.org/10.1080/14733285.2022.2071598","url":null,"abstract":"ABSTRACT Children’s participation has significantly increased in the last three decades; however, participation rights, as outlined in the UN Convention on the Rights of the Child, are often undermined by a range of dominant identities and traditional social constructions. As children’s participation processes are immersed in complex environments and multifaceted social identities, this article examines the experiences of marginalised children in Brazil and explores how identities enable or restrict their opportunities to realise their participation rights. By discussing the intersection between identities and inequalities, the paper revisits a model for child participation proposed by Laura Lundy and offers an expanded typology that includes three dimensions: ‘intersecting identities’, ‘enabling environments’ and ‘dimension factors’. In doing so, the revised model seeks to address complex forms of exclusion and marginalisation which result from a range of intersecting social categories.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133842034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1080/14733285.2022.2053659
Hanne Warming
ABSTRACT This editorial argues, that while several children’s geographers and other childhood researchers have already succeed to draw on research about children’s lives and the spatiality of childhood in order to speak to broader debates, much more could be done. Hereafter, the notion of childhood prism research is briefly explained, followed by a presentation of the aim of a special issue on ‘Society and social changes through the prism of childhood’, namely to bring the field one step further towards significant and distinct contributions to the wider scholarly field. Finally, the editorial presents each of the articles in the special issue, explaining their contribution to this mission.
{"title":"Society and social changes through the prism of childhood: Editorial","authors":"Hanne Warming","doi":"10.1080/14733285.2022.2053659","DOIUrl":"https://doi.org/10.1080/14733285.2022.2053659","url":null,"abstract":"ABSTRACT\u0000 This editorial argues, that while several children’s geographers and other childhood researchers have already succeed to draw on research about children’s lives and the spatiality of childhood in order to speak to broader debates, much more could be done. Hereafter, the notion of childhood prism research is briefly explained, followed by a presentation of the aim of a special issue on ‘Society and social changes through the prism of childhood’, namely to bring the field one step further towards significant and distinct contributions to the wider scholarly field. Finally, the editorial presents each of the articles in the special issue, explaining their contribution to this mission.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117050583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1080/14733285.2022.2051433
Catherine Wilkinson, S. Wilkinson
ABSTRACT Persona Dolls are fabric dolls that are used as part of a specific approach (The Persona Doll approach) with young children to encourage inclusion and to challenge inequality and discrimination. Whilst dolls have been celebrated for foregrounding children’s voices in research, previous scholarship has not considered the potential for dolls to evade the insider/outsider researcher status dichotomy, facilitating a position of ‘inbetweenness’. In this Viewpoint, we propose the use of Persona Dolls in research with children as useful tools to combat the insider/outsider researcher status dilemma recognised in much geographical and other scholarship.
{"title":"Using Persona Dolls in research with children to combat the insider/outsider researcher status dilemma","authors":"Catherine Wilkinson, S. Wilkinson","doi":"10.1080/14733285.2022.2051433","DOIUrl":"https://doi.org/10.1080/14733285.2022.2051433","url":null,"abstract":"ABSTRACT Persona Dolls are fabric dolls that are used as part of a specific approach (The Persona Doll approach) with young children to encourage inclusion and to challenge inequality and discrimination. Whilst dolls have been celebrated for foregrounding children’s voices in research, previous scholarship has not considered the potential for dolls to evade the insider/outsider researcher status dichotomy, facilitating a position of ‘inbetweenness’. In this Viewpoint, we propose the use of Persona Dolls in research with children as useful tools to combat the insider/outsider researcher status dilemma recognised in much geographical and other scholarship.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120964364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-29DOI: 10.1080/14733285.2022.2067742
J. Blagbrough
ABSTRACT Child domestic workers, many of whom are female and ‘live in’, are distinctively characterised by complex and ambiguous relations with employing families, situations which are often motivated and made acceptable by notions of kinship, community obligation and reciprocity. Evidence has tended to emphasise the household conditions of child workers, the causal factors underpinning their situation and the challenges they face in the urban environments where the large majority work. Based on interviews and group discussions conducted with current and former children on both sides of the serving-served relationship in Mwanza (north-western Tanzania), intra-generational household relations from both working and employer child perspectives are examined, offering new data on the interdependence and power-laden nature of peer relationships in this context. For the first time, the research reveals the existence and nature of ‘not-quite-friendships’ between child domestic workers and children from employing families and how these relationships – bounded by place, space and time – are constituted and manifested. The study of children’s relations in the context of child domestic work also offers a new, geographical, dimension to the study of friendship and, more broadly, the role of specific spaces in shaping relationships – an understanding which could usefully be applied to other contexts.
{"title":"Not-Quite-Friendship: exploring social relations between child domestic workers and the children of employing families","authors":"J. Blagbrough","doi":"10.1080/14733285.2022.2067742","DOIUrl":"https://doi.org/10.1080/14733285.2022.2067742","url":null,"abstract":"ABSTRACT\u0000 Child domestic workers, many of whom are female and ‘live in’, are distinctively characterised by complex and ambiguous relations with employing families, situations which are often motivated and made acceptable by notions of kinship, community obligation and reciprocity. Evidence has tended to emphasise the household conditions of child workers, the causal factors underpinning their situation and the challenges they face in the urban environments where the large majority work. Based on interviews and group discussions conducted with current and former children on both sides of the serving-served relationship in Mwanza (north-western Tanzania), intra-generational household relations from both working and employer child perspectives are examined, offering new data on the interdependence and power-laden nature of peer relationships in this context. For the first time, the research reveals the existence and nature of ‘not-quite-friendships’ between child domestic workers and children from employing families and how these relationships – bounded by place, space and time – are constituted and manifested. The study of children’s relations in the context of child domestic work also offers a new, geographical, dimension to the study of friendship and, more broadly, the role of specific spaces in shaping relationships – an understanding which could usefully be applied to other contexts.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133840650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-24DOI: 10.1080/14733285.2022.2059341
Smruthi Bala Kannan
ABSTRACT Schoolchildren’s embodied subjectivity has often been understood as a bio-political tool to ‘clean up’ and modernize poor and marginalized communities. In many post-colonial contexts, school uniforms frequently appear as visual symbols of a child’s clean, schooled body and democratic access to education. Through ethnographic research with 10–14-year-old schoolchildren in urbanizing areas in northern Tamil Nadu, my paper asks how children inhabit and co-construct the school uniform code’s cleanliness discourse in their everyday lives. Studying plural school uniforms through a spatial lens, I explore schoolchildren’s embodied and relational work in negotiating with the equalizing school uniform codes within the schools and the circulation of multiple school uniforms in the community outside. Engaging with a shifting visual aesthetic of embodied cleanliness in a context of class segregated schooling. I argue that school uniforms are discursive sites where exclusions of class and gender, with undertones of caste and age, are simultaneously reinforced and negotiated.
{"title":"Clean bodies in school: spatial-material discourses of children’s school uniforms and hygiene in Tamil Nadu, India","authors":"Smruthi Bala Kannan","doi":"10.1080/14733285.2022.2059341","DOIUrl":"https://doi.org/10.1080/14733285.2022.2059341","url":null,"abstract":"ABSTRACT Schoolchildren’s embodied subjectivity has often been understood as a bio-political tool to ‘clean up’ and modernize poor and marginalized communities. In many post-colonial contexts, school uniforms frequently appear as visual symbols of a child’s clean, schooled body and democratic access to education. Through ethnographic research with 10–14-year-old schoolchildren in urbanizing areas in northern Tamil Nadu, my paper asks how children inhabit and co-construct the school uniform code’s cleanliness discourse in their everyday lives. Studying plural school uniforms through a spatial lens, I explore schoolchildren’s embodied and relational work in negotiating with the equalizing school uniform codes within the schools and the circulation of multiple school uniforms in the community outside. Engaging with a shifting visual aesthetic of embodied cleanliness in a context of class segregated schooling. I argue that school uniforms are discursive sites where exclusions of class and gender, with undertones of caste and age, are simultaneously reinforced and negotiated.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116206083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-07DOI: 10.1080/14733285.2022.2059651
Karen Villanueva, G. Woolcock, S. Goldfeld, R. Tanton, S. Brinkman, I. Katz, B. Giles-Corti
ABSTRACT This paper explores neighborhood-built environment features related to ‘better than expected’ and ‘as expected’ early childhood development outcomes (ECD) in 14 Australian disadvantaged communities. This paper draws from mixed methods data collected in the Kids in Communities Study – an Australian investigation of community effects on ECD – in communities across five states and territories. In total, 93 interviews and 30 focus groups were conducted with service providers and parents, and geographic information systems were used to create built environment measures for each local community. Housing factors (e.g. better affordability, tenure, less high-density public housing) were consistently related to disadvantaged local communities with ‘better than expected’ ECD outcomes. Physical access to services and public transport, living in a walkable area, having high-quality public open space, and a mix of local destinations was perceived to be consistently important by community members in disadvantaged communities regardless of ECD outcomes. Findings may help policymakers to consider neighborhood features that contribute to better ECD outcomes.
{"title":"The built environment and early childhood development: qualitative evidence from disadvantaged Australian communities","authors":"Karen Villanueva, G. Woolcock, S. Goldfeld, R. Tanton, S. Brinkman, I. Katz, B. Giles-Corti","doi":"10.1080/14733285.2022.2059651","DOIUrl":"https://doi.org/10.1080/14733285.2022.2059651","url":null,"abstract":"ABSTRACT This paper explores neighborhood-built environment features related to ‘better than expected’ and ‘as expected’ early childhood development outcomes (ECD) in 14 Australian disadvantaged communities. This paper draws from mixed methods data collected in the Kids in Communities Study – an Australian investigation of community effects on ECD – in communities across five states and territories. In total, 93 interviews and 30 focus groups were conducted with service providers and parents, and geographic information systems were used to create built environment measures for each local community. Housing factors (e.g. better affordability, tenure, less high-density public housing) were consistently related to disadvantaged local communities with ‘better than expected’ ECD outcomes. Physical access to services and public transport, living in a walkable area, having high-quality public open space, and a mix of local destinations was perceived to be consistently important by community members in disadvantaged communities regardless of ECD outcomes. Findings may help policymakers to consider neighborhood features that contribute to better ECD outcomes.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122827769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-07DOI: 10.1080/14733285.2022.2059342
S. Amatullah
ABSTRACT Ideas of nationalism are (re)produced, materially and discursively, in the lives of children through schools’ actual and hidden curriculums that often exclude minorities and construct them as ‘the other’. However, the exclusion of religious minorities has been minimally explored in understanding nationalism and childhoods. Through fieldwork conducted at a government high school in Bangalore, India, I examine how ‘everyday nationalism’ is experienced and negotiated within schools by religious minorities. I foreground Muslim childhoods as they negotiate the double burden of exclusion; one through the practices of the school where secularism is enacted within ‘Hindu contextualism’ where Hindu symbols and rituals are cast as universal, and two through the stereotypes and ‘othering’ discourses about Indian Muslims. I show that though the school officially claims to adhere to a ‘secular’ ethos, many of its actual practices are contradictory to this claim. Pedagogically, there are specific aims reserved for the Muslim child to develop into a tolerant and inclusive citizen that belongs to the nation. I also show how children across religions become political actors in this space. While some absorb the ‘secular’ narratives, others absorb the dominant discourses of the Muslim being the ‘violent other’. Muslim children exercise their agentic capacities as they negotiate the school space with an awareness of the socio-political ramifications of being Muslim.
{"title":"Contesting the secular school: everyday nationalism and negotiations of Muslim childhoods","authors":"S. Amatullah","doi":"10.1080/14733285.2022.2059342","DOIUrl":"https://doi.org/10.1080/14733285.2022.2059342","url":null,"abstract":"ABSTRACT Ideas of nationalism are (re)produced, materially and discursively, in the lives of children through schools’ actual and hidden curriculums that often exclude minorities and construct them as ‘the other’. However, the exclusion of religious minorities has been minimally explored in understanding nationalism and childhoods. Through fieldwork conducted at a government high school in Bangalore, India, I examine how ‘everyday nationalism’ is experienced and negotiated within schools by religious minorities. I foreground Muslim childhoods as they negotiate the double burden of exclusion; one through the practices of the school where secularism is enacted within ‘Hindu contextualism’ where Hindu symbols and rituals are cast as universal, and two through the stereotypes and ‘othering’ discourses about Indian Muslims. I show that though the school officially claims to adhere to a ‘secular’ ethos, many of its actual practices are contradictory to this claim. Pedagogically, there are specific aims reserved for the Muslim child to develop into a tolerant and inclusive citizen that belongs to the nation. I also show how children across religions become political actors in this space. While some absorb the ‘secular’ narratives, others absorb the dominant discourses of the Muslim being the ‘violent other’. Muslim children exercise their agentic capacities as they negotiate the school space with an awareness of the socio-political ramifications of being Muslim.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117125565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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