Pub Date : 2023-01-18DOI: 10.1080/14733285.2023.2166816
Haifa Alarasi, R. Buliung
ABSTRACT The concentration of immigrants in suburban neighborhoods and cities should motivate research into the mobility experiences of racialized and immigrant youth in the suburbs. While intentionally turning our attention to racialized suburban adolescents, we might also look to consider how activities and travel are embodied, reproduced, and embedded with the environment, the social, and the material. Drawing from an ethnographic study about non-school activities and travel of adolescents ages 13–19 years in the suburban city of Mississauga, Canada, we highlight mobility experiences that are mediated by socio-material structures and embedded within micro and macro power relations. Attention is given to visible and invisible negotiation tactics employed by participants to navigate and access and/or exit four types of data-emergent childhood places: physical, mobile, digital, and representational. Participants indicated awareness of systemic surveillance and a parental preference to construct and preserve the innocent child. In response, participants strategically employ mundane daily practices, technologies, and peer-networks to access, widen and obscure the social, spatial (virtually and otherwise) and temporal scope of everyday life.
{"title":"Exploring the tactical mobilities and everyday activity of immigrant adolescents in a Canadian suburban city","authors":"Haifa Alarasi, R. Buliung","doi":"10.1080/14733285.2023.2166816","DOIUrl":"https://doi.org/10.1080/14733285.2023.2166816","url":null,"abstract":"ABSTRACT The concentration of immigrants in suburban neighborhoods and cities should motivate research into the mobility experiences of racialized and immigrant youth in the suburbs. While intentionally turning our attention to racialized suburban adolescents, we might also look to consider how activities and travel are embodied, reproduced, and embedded with the environment, the social, and the material. Drawing from an ethnographic study about non-school activities and travel of adolescents ages 13–19 years in the suburban city of Mississauga, Canada, we highlight mobility experiences that are mediated by socio-material structures and embedded within micro and macro power relations. Attention is given to visible and invisible negotiation tactics employed by participants to navigate and access and/or exit four types of data-emergent childhood places: physical, mobile, digital, and representational. Participants indicated awareness of systemic surveillance and a parental preference to construct and preserve the innocent child. In response, participants strategically employ mundane daily practices, technologies, and peer-networks to access, widen and obscure the social, spatial (virtually and otherwise) and temporal scope of everyday life.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114756517","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}
ABSTRACT This Special Issue explores coastal living, foregrounding the experiences of childhood across time and place. The contributions come from the international, interdisciplinary project titled ‘Valuing the past, sustaining the future: Education, knowledge and identity across three generations in coastal communities’ which was carried out in coastal communities in Norway, the Faroe Islands, Ireland, Cyprus and Australia. Coastal childhoods in communities undergoing rapid economic and social change are explored, providing rich empirical insight into questions of identity, belonging and attachment to place. Most contributors adopt an intergenerational lens to examine change through time, placing children’s lives and childhoods within the social context of their families and communities as well as the globalised world of the twenty-first century.
{"title":"Changing childhoods in coastal communities","authors":"Anne Trine Kjørholt, Dympna Devine, Spyros Spyrou, Sharon Bessell, Firouz Gaini","doi":"10.1080/14733285.2022.2155506","DOIUrl":"https://doi.org/10.1080/14733285.2022.2155506","url":null,"abstract":"ABSTRACT This Special Issue explores coastal living, foregrounding the experiences of childhood across time and place. The contributions come from the international, interdisciplinary project titled ‘Valuing the past, sustaining the future: Education, knowledge and identity across three generations in coastal communities’ which was carried out in coastal communities in Norway, the Faroe Islands, Ireland, Cyprus and Australia. Coastal childhoods in communities undergoing rapid economic and social change are explored, providing rich empirical insight into questions of identity, belonging and attachment to place. Most contributors adopt an intergenerational lens to examine change through time, placing children’s lives and childhoods within the social context of their families and communities as well as the globalised world of the twenty-first century.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131102230","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 : 2022-12-28DOI: 10.1080/14733285.2022.2159331
Robyn G. Mansfield
ABSTRACT Sustainable Development Goal target 11.3 calls for ‘inclusive and sustainable urbanisation and capacities for participatory, integrated and sustainable human settlement planning and management in all countries’, yet children are systematically excluded from decision-making in urban planning structures, particularly in vulnerable settings. This case study examines the factors that shape children’s participation in urban planning processes for the revitalisation of water infrastructure in the Revitalising Informal Settlements and their Environments (RISE) program in Suva, Fiji. This study aims to answer the research question ‘What are the factors that shape how children participate in informal settlement revitalisation in Suva, Fiji?’ The study utilises a qualitative case study to investigate the factors that underpin and reinforce structural, political, and economic systems of children’s exclusion. Qualitative interviews were conducted with 32 RISE staff and supporters to examine the individual, organisational and societal factors that shape children’s participation in the revitalisation of water infrastructure across 12 informal settlements. First, a typology of children’s participation is identified using definitions of children’s participation as a foundation. An institutional logics framework is then used as a conceptual lens to develop a children’s participation logic for RISE. The findings contribute to discourse on children’s participation in the context of urban planning in informal settlements and critically examine the barriers that perpetuate exclusion of children from these processes.
{"title":"‘They’ll be the ones that’s looking after it’ – unravelling institutional factors that shape children’s participation in urban planning for informal settlements","authors":"Robyn G. Mansfield","doi":"10.1080/14733285.2022.2159331","DOIUrl":"https://doi.org/10.1080/14733285.2022.2159331","url":null,"abstract":"ABSTRACT Sustainable Development Goal target 11.3 calls for ‘inclusive and sustainable urbanisation and capacities for participatory, integrated and sustainable human settlement planning and management in all countries’, yet children are systematically excluded from decision-making in urban planning structures, particularly in vulnerable settings. This case study examines the factors that shape children’s participation in urban planning processes for the revitalisation of water infrastructure in the Revitalising Informal Settlements and their Environments (RISE) program in Suva, Fiji. This study aims to answer the research question ‘What are the factors that shape how children participate in informal settlement revitalisation in Suva, Fiji?’ The study utilises a qualitative case study to investigate the factors that underpin and reinforce structural, political, and economic systems of children’s exclusion. Qualitative interviews were conducted with 32 RISE staff and supporters to examine the individual, organisational and societal factors that shape children’s participation in the revitalisation of water infrastructure across 12 informal settlements. First, a typology of children’s participation is identified using definitions of children’s participation as a foundation. An institutional logics framework is then used as a conceptual lens to develop a children’s participation logic for RISE. The findings contribute to discourse on children’s participation in the context of urban planning in informal settlements and critically examine the barriers that perpetuate exclusion of children from these processes.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123922603","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 : 2022-12-24DOI: 10.1080/14733285.2022.2159332
Eva Reimers, Tünde Puskás
ABSTRACT This paper explores everyday nationalism in relation to work with traditions in Swedish preschools, as well as how preschool teachers reflect on these practices. One of the tasks of the Swedish preschools is to transmit and develop a cultural heritage. In Sweden, 95% of children aged 3–5 attend preschool. Approximately one fourth have a foreign background. Moreover, preschool children encounter very different cultural realities depending on where their preschool is located. Sweden is a secular as well as multi-religious country. This makes the cultural heritage that the preschools are supposed to transmit ambiguous and complex. Based on a survey where preschool practitioners answered questions about what traditions they pay attention to and what content they fill these traditions with, the article maps which traditions preschool practitioners actualize in their preschool practices. The data is analyzed and discussed in relation to everyday nationalism and the pedagogy of nation. The results show that the everyday nationalism of Swedish preschools both consolidates and challenges the traditions generally considered as being rooted in Swedish history. At the same time, many preschools integrate new traditions into their repertoire that represent societal changes, both in terms of cultural globalization and in terms of the traditions of religious minorities gaining greater visibility.
{"title":"Everyday nationalism in Swedish preschools: something old, something new and something borrowed","authors":"Eva Reimers, Tünde Puskás","doi":"10.1080/14733285.2022.2159332","DOIUrl":"https://doi.org/10.1080/14733285.2022.2159332","url":null,"abstract":"ABSTRACT This paper explores everyday nationalism in relation to work with traditions in Swedish preschools, as well as how preschool teachers reflect on these practices. One of the tasks of the Swedish preschools is to transmit and develop a cultural heritage. In Sweden, 95% of children aged 3–5 attend preschool. Approximately one fourth have a foreign background. Moreover, preschool children encounter very different cultural realities depending on where their preschool is located. Sweden is a secular as well as multi-religious country. This makes the cultural heritage that the preschools are supposed to transmit ambiguous and complex. Based on a survey where preschool practitioners answered questions about what traditions they pay attention to and what content they fill these traditions with, the article maps which traditions preschool practitioners actualize in their preschool practices. The data is analyzed and discussed in relation to everyday nationalism and the pedagogy of nation. The results show that the everyday nationalism of Swedish preschools both consolidates and challenges the traditions generally considered as being rooted in Swedish history. At the same time, many preschools integrate new traditions into their repertoire that represent societal changes, both in terms of cultural globalization and in terms of the traditions of religious minorities gaining greater visibility.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"135 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123754020","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 : 2022-12-10DOI: 10.1080/14733285.2022.2153329
W. Finnegan
ABSTRACT This research explores two questions: how do young people imagine futures shaped by climate change and our collective response to the climate crisis, and what is the impact on young people of creatively engaging with the future? The participatory action research method of digital storytelling was adapted to explore climate futures, with thematic, visual and narrative analysis of the resulting videos. Young people articulated positive, negative and more complicated visions of the future, including counterfactuals, discontinuities, and living with loss and change. They also described a process of positive reappraisal over the course of the speculative digital storytelling workshops, with emotions about the future shifting from being predominantly negative to a more balanced spectrum including acceptance, curiosity and hope.
{"title":"‘It's beautiful, living without fear that the world will end soon’ – digital storytelling, climate futures, and young people in the UK and Ireland","authors":"W. Finnegan","doi":"10.1080/14733285.2022.2153329","DOIUrl":"https://doi.org/10.1080/14733285.2022.2153329","url":null,"abstract":"ABSTRACT This research explores two questions: how do young people imagine futures shaped by climate change and our collective response to the climate crisis, and what is the impact on young people of creatively engaging with the future? The participatory action research method of digital storytelling was adapted to explore climate futures, with thematic, visual and narrative analysis of the resulting videos. Young people articulated positive, negative and more complicated visions of the future, including counterfactuals, discontinuities, and living with loss and change. They also described a process of positive reappraisal over the course of the speculative digital storytelling workshops, with emotions about the future shifting from being predominantly negative to a more balanced spectrum including acceptance, curiosity and hope.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125948296","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 : 2022-12-06DOI: 10.1080/14733285.2022.2151153
A. Pratama, Endah Yulianik
{"title":"Lived Democracy in Education: Young Citizens’ Democratic Lives in Kindergarten, School and Higher Education","authors":"A. Pratama, Endah Yulianik","doi":"10.1080/14733285.2022.2151153","DOIUrl":"https://doi.org/10.1080/14733285.2022.2151153","url":null,"abstract":"","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132194591","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 : 2022-12-06DOI: 10.1080/14733285.2022.2137388
Peter M. Macharia, Angela K. Moturi, Eda Mumo, E. Giorgi, E. Okiro, R. Snow, N. Ray
ABSTRACT Understanding the location of schools relative to the population they serve is important to contextualise the time, students must travel and to define school catchment areas (SCAs) for planning. We assembled a spatio-temporal database of public primary schools (PPS), population density of school-going children (SGC), and factors affecting travel in 2009 and 2020 in Kenya. We combined the assembled datasets within cost distance and cost allocation algorithms to compute travel time to the nearest PPS and define SCAs. We elucidated travel time and marginalised SGC living outside 24-minutes, government's threshold at sub-county level (decision-making units). Weassembled 2170 PPS in 2009 and 4682 in 2020, an increase of 115.8%, while the average travel time reduced from 28 to 17 minutes between 2009 and 2020. Nationally, 65% of SGC were within 24-minutes’ catchment in 2009, which increased to 89% in 2020. Subnationally, 19 and 61 out of 62 sub-counties had over 75% of SGC within the same threshold, in 2009 and 2020, respectively. Findings can be used to target the marginalised SGC, and monitor progress towards attainment of national and Sustainable Development Goals. The framework can be applied in other contexts to assemble geocoded school lists, characterise travel time and model SCA.
{"title":"Modelling geographic access and school catchment areas across public primary schools to support subnational planning in Kenya","authors":"Peter M. Macharia, Angela K. Moturi, Eda Mumo, E. Giorgi, E. Okiro, R. Snow, N. Ray","doi":"10.1080/14733285.2022.2137388","DOIUrl":"https://doi.org/10.1080/14733285.2022.2137388","url":null,"abstract":"ABSTRACT Understanding the location of schools relative to the population they serve is important to contextualise the time, students must travel and to define school catchment areas (SCAs) for planning. We assembled a spatio-temporal database of public primary schools (PPS), population density of school-going children (SGC), and factors affecting travel in 2009 and 2020 in Kenya. We combined the assembled datasets within cost distance and cost allocation algorithms to compute travel time to the nearest PPS and define SCAs. We elucidated travel time and marginalised SGC living outside 24-minutes, government's threshold at sub-county level (decision-making units). Weassembled 2170 PPS in 2009 and 4682 in 2020, an increase of 115.8%, while the average travel time reduced from 28 to 17 minutes between 2009 and 2020. Nationally, 65% of SGC were within 24-minutes’ catchment in 2009, which increased to 89% in 2020. Subnationally, 19 and 61 out of 62 sub-counties had over 75% of SGC within the same threshold, in 2009 and 2020, respectively. Findings can be used to target the marginalised SGC, and monitor progress towards attainment of national and Sustainable Development Goals. The framework can be applied in other contexts to assemble geocoded school lists, characterise travel time and model SCA.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130608460","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 : 2022-11-29DOI: 10.1080/14733285.2022.2150961
K. Visser, M. Jonker, C. Finkenauer, G. Stevens
ABSTRACT Young minority men from low-income neighbourhoods are often perceived as a uniform, disaffected group with antipathy towards mainstream education and occupations, while their own experiences are generally overlooked. Through in-depth interviews, we investigated how 14 minority young men (aged 16-23) from low-income neighbourhoods experience and navigate the impact of the neighbourhood social environment on their educational and occupational aspirations. Despite facing several challenges, the men felt that those conditions did not strongly affect their aspirations. Their narratives provided a nuanced picture of how the neighbourhood facilitated connections that influenced their aspirations and how this social environment was navigated by the young men in different and dynamic ways.
{"title":"‘There are many ways to make it’: young minority men’s aspirations and navigation of their low-income neighbourhood: a case study in Utrecht, The Netherlands","authors":"K. Visser, M. Jonker, C. Finkenauer, G. Stevens","doi":"10.1080/14733285.2022.2150961","DOIUrl":"https://doi.org/10.1080/14733285.2022.2150961","url":null,"abstract":"ABSTRACT\u0000 Young minority men from low-income neighbourhoods are often perceived as a uniform, disaffected group with antipathy towards mainstream education and occupations, while their own experiences are generally overlooked. Through in-depth interviews, we investigated how 14 minority young men (aged 16-23) from low-income neighbourhoods experience and navigate the impact of the neighbourhood social environment on their educational and occupational aspirations. Despite facing several challenges, the men felt that those conditions did not strongly affect their aspirations. Their narratives provided a nuanced picture of how the neighbourhood facilitated connections that influenced their aspirations and how this social environment was navigated by the young men in different and dynamic ways.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125881031","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 : 2022-11-12DOI: 10.1080/14733285.2022.2139591
A. Turner, Judith Wilks
This article reflects on collaborative research undertaken in Dawkins Park Reserve, NSW, Australia. The aim of the collaboration was to develop a local Indigenous cultural and educational outdoor precinct. Participants involved Aboriginal and Torres Strait Islander and non-Indigenous teachers and primary (Year 6) and secondary (Year 7) school students from three government schools and one catholic school. Fostering student knowledge of, and stewardship about, the reserve’s ecological biodiversity specific to climate change effects over time was the desired outcome. In this article, we share the successes and key challenges of using this park as a case study for outdoor learning as a case study for outdoor learning about climate change in an authentic, localised setting, and the contributions of Indigenous cultural and scientific knowledge to the development of the students’ understanding. Questionnaires and focus group discussions were undertaken with 174 students, while seven teachers engaged in focus group discussions. Quantitative data supported the significant increase in learning enjoyment outside the classroom and improved understanding of climate change at a local level. Conversely, departmental policy and COVID were identified as constraints for regular off-campus learning. [ FROM AUTHOR]
{"title":"Whose voices? Whose knowledge? Children and young people’s learning about climate change through local spaces and indigenous knowledge systems","authors":"A. Turner, Judith Wilks","doi":"10.1080/14733285.2022.2139591","DOIUrl":"https://doi.org/10.1080/14733285.2022.2139591","url":null,"abstract":"This article reflects on collaborative research undertaken in Dawkins Park Reserve, NSW, Australia. The aim of the collaboration was to develop a local Indigenous cultural and educational outdoor precinct. Participants involved Aboriginal and Torres Strait Islander and non-Indigenous teachers and primary (Year 6) and secondary (Year 7) school students from three government schools and one catholic school. Fostering student knowledge of, and stewardship about, the reserve’s ecological biodiversity specific to climate change effects over time was the desired outcome. In this article, we share the successes and key challenges of using this park as a case study for outdoor learning as a case study for outdoor learning about climate change in an authentic, localised setting, and the contributions of Indigenous cultural and scientific knowledge to the development of the students’ understanding. Questionnaires and focus group discussions were undertaken with 174 students, while seven teachers engaged in focus group discussions. Quantitative data supported the significant increase in learning enjoyment outside the classroom and improved understanding of climate change at a local level. Conversely, departmental policy and COVID were identified as constraints for regular off-campus learning. [ FROM AUTHOR]","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114368894","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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