Pub Date : 2022-10-29DOI: 10.1080/14733285.2022.2137390
Andrew Stevenson, Tannia de Castañeda, J. Oldfield, Melanie Klie
ABSTRACT We integrate participatory video, self-managed video interviews and video tour interviews in developing a method we call Participatory Video Interviewing, whilst exploring the experiences of young adults growing up in Guatemala City. We also use focus groups in order to gather participant reflections on the use of Participatory Video Interviewing. Our aim is to present the unique features and methodological contributions of Participatory Video Interviewing, as well as its advantages and limitations, using participant reflections. We illustrate this method using video case studies and focus groups with young people in Guatemala. Three main benefits of Participatory Video Interviewing were identified; the enhancement of the status of research participants through developing their technical, decision-making and storytelling skills; the facilitation of researching participant intersubjectivities; and the opening up safe, participant-selected research spaces.
{"title":"Zones of comfort and imaginability: using Participatory Video Interviewing to explore ecologies of resilience in Guatemala City","authors":"Andrew Stevenson, Tannia de Castañeda, J. Oldfield, Melanie Klie","doi":"10.1080/14733285.2022.2137390","DOIUrl":"https://doi.org/10.1080/14733285.2022.2137390","url":null,"abstract":"ABSTRACT We integrate participatory video, self-managed video interviews and video tour interviews in developing a method we call Participatory Video Interviewing, whilst exploring the experiences of young adults growing up in Guatemala City. We also use focus groups in order to gather participant reflections on the use of Participatory Video Interviewing. Our aim is to present the unique features and methodological contributions of Participatory Video Interviewing, as well as its advantages and limitations, using participant reflections. We illustrate this method using video case studies and focus groups with young people in Guatemala. Three main benefits of Participatory Video Interviewing were identified; the enhancement of the status of research participants through developing their technical, decision-making and storytelling skills; the facilitation of researching participant intersubjectivities; and the opening up safe, participant-selected research spaces.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"219 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131653265","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 : 2022-10-21DOI: 10.1080/14733285.2022.2137389
C. Convertino
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.
{"title":"The right to the school: urban schooling, place-based education, and youth agency at the intersection of gentrification","authors":"C. Convertino","doi":"10.1080/14733285.2022.2137389","DOIUrl":"https://doi.org/10.1080/14733285.2022.2137389","url":null,"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.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127166296","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 : 2022-10-19DOI: 10.1080/14733285.2022.2132379
Wen Xu, Garth D. Stahl, Xufeng Yang
ABSTRACT Educational research has been witnessing a ‘spatial turn’ and an ‘affective turn’ which have informed studies on pedagogy and foreign/second language acquisition. Drawing on a teacher-researcher ethnographic study, this paper examines the implications of primary students’ affective engagement in the space of Chinese language and culture learning in Australia. In seeking to make a contribution to the field of Children’s Geographies, the study, which used participant observation, journal entry and interview data, examined how a desire to learn is evoked. More specifically, the paper focuses on how affective geographies manifest in pedagogical encounters, with regard to students’ relational experiences with peers and educators. By placing the spotlight on the ways in which affect is integral to pedagogic instruction, we investigate not only how the dynamics within the microgeography of the classroom are imbued with affects but also their powerful potential to alleviate ‘large-scale’ tensions between two nation-states.
{"title":"Investigating children’s affective geographies of Chinese language and culture education","authors":"Wen Xu, Garth D. Stahl, Xufeng Yang","doi":"10.1080/14733285.2022.2132379","DOIUrl":"https://doi.org/10.1080/14733285.2022.2132379","url":null,"abstract":"ABSTRACT Educational research has been witnessing a ‘spatial turn’ and an ‘affective turn’ which have informed studies on pedagogy and foreign/second language acquisition. Drawing on a teacher-researcher ethnographic study, this paper examines the implications of primary students’ affective engagement in the space of Chinese language and culture learning in Australia. In seeking to make a contribution to the field of Children’s Geographies, the study, which used participant observation, journal entry and interview data, examined how a desire to learn is evoked. More specifically, the paper focuses on how affective geographies manifest in pedagogical encounters, with regard to students’ relational experiences with peers and educators. By placing the spotlight on the ways in which affect is integral to pedagogic instruction, we investigate not only how the dynamics within the microgeography of the classroom are imbued with affects but also their powerful potential to alleviate ‘large-scale’ tensions between two nation-states.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128845111","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 : 2022-10-18DOI: 10.1080/14733285.2022.2130684
L. Holt, C. Philo
ABSTRACT We question the relative absence of babies and toddlers in geographies of children and youth, while also acknowledging what may be signs of a new subfield in the making. We argue that there is an exciting opportunity here because babies and toddlers are at the crux of what it is to be human, raising potent questions about exactly ‘what kinds of human’ are they? We argue that babies are the ultimate non-representational, in certain respects barely-human, subjects who express their agencies in non-verbal ways. Toddlers too are disruptive to the socio-spatial order, and their disruption exposes the normative expectations of behaviour in place. Close attention to these tiny humans and their ‘micro-geographies’ provides insight into ‘lines of flight’ that configure our studies, and maybe even our worlds, otherwise.
{"title":"Tiny human geographies: babies and toddlers as non-representational and barely human life?","authors":"L. Holt, C. Philo","doi":"10.1080/14733285.2022.2130684","DOIUrl":"https://doi.org/10.1080/14733285.2022.2130684","url":null,"abstract":"ABSTRACT We question the relative absence of babies and toddlers in geographies of children and youth, while also acknowledging what may be signs of a new subfield in the making. We argue that there is an exciting opportunity here because babies and toddlers are at the crux of what it is to be human, raising potent questions about exactly ‘what kinds of human’ are they? We argue that babies are the ultimate non-representational, in certain respects barely-human, subjects who express their agencies in non-verbal ways. Toddlers too are disruptive to the socio-spatial order, and their disruption exposes the normative expectations of behaviour in place. Close attention to these tiny humans and their ‘micro-geographies’ provides insight into ‘lines of flight’ that configure our studies, and maybe even our worlds, otherwise.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134301853","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 : 2022-09-29DOI: 10.1080/14733285.2022.2121915
Tracy Hayes, C. Walker, K. Parsons, Dena Arya, B. Bowman, Chloe Germaine, Raichael Lock, Stephen Langford, Sean Peacock, Harriet Thew
ABSTRACT The urgent and interlocking social, economic and ecological crises faced by societies around the world require dialogue, empathy and above all, hope that transcends social divides. At a time of uncertainty and crisis, many societies are divided, with distrust and divides exacerbated by media representations pitting different groups against one another. Acknowledging intersectional interrelationships, this collaborative paper considers one type of social distinction – generation – and focuses on how trust can be rebuilt across generations. To do this, we collate key insights from eight projects that shared space within a conference session foregrounding creative, intergenerational responses to the climate and related crises. Prompted by a set of reflective questions, presenters commented on the methodological resources that were co-developed in intergenerational research and action spaces. Most of the work outlined was carried out in the UK, situated in challenges that are at once particular to local contexts, and systematic of a wider malaise that requires intergenerational collaboration. Reflecting across the projects, we suggest fostering ongoing, empathetic dialogues across generations is key to addressing these challenges of the future, securing communities that are grounded as collaborative and culturally responsive, and resilient societies able to adapt to and mitigate the impacts of change.
{"title":"In it together! Cultivating space for intergenerational dialogue, empathy and hope in a climate of uncertainty","authors":"Tracy Hayes, C. Walker, K. Parsons, Dena Arya, B. Bowman, Chloe Germaine, Raichael Lock, Stephen Langford, Sean Peacock, Harriet Thew","doi":"10.1080/14733285.2022.2121915","DOIUrl":"https://doi.org/10.1080/14733285.2022.2121915","url":null,"abstract":"ABSTRACT The urgent and interlocking social, economic and ecological crises faced by societies around the world require dialogue, empathy and above all, hope that transcends social divides. At a time of uncertainty and crisis, many societies are divided, with distrust and divides exacerbated by media representations pitting different groups against one another. Acknowledging intersectional interrelationships, this collaborative paper considers one type of social distinction – generation – and focuses on how trust can be rebuilt across generations. To do this, we collate key insights from eight projects that shared space within a conference session foregrounding creative, intergenerational responses to the climate and related crises. Prompted by a set of reflective questions, presenters commented on the methodological resources that were co-developed in intergenerational research and action spaces. Most of the work outlined was carried out in the UK, situated in challenges that are at once particular to local contexts, and systematic of a wider malaise that requires intergenerational collaboration. Reflecting across the projects, we suggest fostering ongoing, empathetic dialogues across generations is key to addressing these challenges of the future, securing communities that are grounded as collaborative and culturally responsive, and resilient societies able to adapt to and mitigate the impacts of change.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133371288","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 : 2022-09-27DOI: 10.1080/14733285.2022.2121913
E. Lin, K. Witten, Penelope Carroll, José S. Romeo, Niamh Donnellan, Melody Smith
ABSTRACT This study takes a child-centred approach to examine the relationship between children’s third-place play, parents’ perceptions of their neighbourhood environment, and time spent by children in physical activity and sedentary behaviour during weekday out-of-school hours. A total of 1102 children aged 8–13 years from 19 schools across Auckland, New Zealand took part in a public participation geographic information systems (PPGIS) survey utilising closed- and open-ended questions and child mapping of destinations. The results suggested that playing in green places near home were associated with more time spent in light physical activity and less sedentary behaviour. Children who played in street places near home (e.g. driveways, footpath, carpark) spent more time in moderate to vigorous physical activity. Although parental perceptions of their neighbourhood environment were not directly associated with children’s time spent in physical activity, children with parents who perceived their neighbourhood as more connected were more likely to engage in third-place play.
{"title":"The relationship between children’s third-place play, parental neighbourhood perceptions, and children’s physical activity and sedentary behaviour","authors":"E. Lin, K. Witten, Penelope Carroll, José S. Romeo, Niamh Donnellan, Melody Smith","doi":"10.1080/14733285.2022.2121913","DOIUrl":"https://doi.org/10.1080/14733285.2022.2121913","url":null,"abstract":"ABSTRACT This study takes a child-centred approach to examine the relationship between children’s third-place play, parents’ perceptions of their neighbourhood environment, and time spent by children in physical activity and sedentary behaviour during weekday out-of-school hours. A total of 1102 children aged 8–13 years from 19 schools across Auckland, New Zealand took part in a public participation geographic information systems (PPGIS) survey utilising closed- and open-ended questions and child mapping of destinations. The results suggested that playing in green places near home were associated with more time spent in light physical activity and less sedentary behaviour. Children who played in street places near home (e.g. driveways, footpath, carpark) spent more time in moderate to vigorous physical activity. Although parental perceptions of their neighbourhood environment were not directly associated with children’s time spent in physical activity, children with parents who perceived their neighbourhood as more connected were more likely to engage in third-place play.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128566470","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 : 2022-09-26DOI: 10.1080/14733285.2022.2124845
Kim Fernandes
ABSTRACT Over the last few years, inclusive education provisions in India have expanded significantly, with a particular focus on ensuring that disabled children are able to access the same quality of education as their normate counterparts. However, despite policy support for the creation of more inclusive educational environments, the embodied experiences of disabled children are often not centered in classrooms. This paper therefore asks: how do explicitly inclusive educational projects come to exclude disabled children? The paper provides a critical analysis of how discourses around childhood and disability come to be taken up by the modern schooling system in a manner that reifies ableist hierarchies and often does not center the needs of disabled children. This paper draws on insights from ethnographic fieldwork to discuss how the disabled child subject is produced and disciplined within the modern school system in the National Capital Region of India. It highlights how disabled children, their caregivers, and educators in special and inclusive schools perform and push back on expectations of embodied otherness in and beyond classroom spaces. To do so, it demonstrates that being recognized as disabled is contingent on documentary proof. However, disability is experienced both as a label and an identity category.
{"title":"Inclusive education in practice: disability, ‘special needs’ and the (Re)production of normativity in Indian childhoods","authors":"Kim Fernandes","doi":"10.1080/14733285.2022.2124845","DOIUrl":"https://doi.org/10.1080/14733285.2022.2124845","url":null,"abstract":"ABSTRACT Over the last few years, inclusive education provisions in India have expanded significantly, with a particular focus on ensuring that disabled children are able to access the same quality of education as their normate counterparts. However, despite policy support for the creation of more inclusive educational environments, the embodied experiences of disabled children are often not centered in classrooms. This paper therefore asks: how do explicitly inclusive educational projects come to exclude disabled children? The paper provides a critical analysis of how discourses around childhood and disability come to be taken up by the modern schooling system in a manner that reifies ableist hierarchies and often does not center the needs of disabled children. This paper draws on insights from ethnographic fieldwork to discuss how the disabled child subject is produced and disciplined within the modern school system in the National Capital Region of India. It highlights how disabled children, their caregivers, and educators in special and inclusive schools perform and push back on expectations of embodied otherness in and beyond classroom spaces. To do so, it demonstrates that being recognized as disabled is contingent on documentary proof. However, disability is experienced both as a label and an identity category.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124997798","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 : 2022-09-26DOI: 10.1080/14733285.2022.2124101
R. Rangarajan, Delphine Odier-Guedj, C. Grové, U. Sharma
ABSTRACT Schools are one of the most important social-geographic sites where children’s lives play out. Although researchers have sought to understand children’s school experiences in India, very few have considered marginalised children’s opinions regarding what they value and the alternatives to their current school experiences. Consequently, this article draws on the voices of 10 marginalised children (11-13 years) as co-researchers from a remote public school in Uttarakhand, India. The co-researchers generated qualitative data with the help of participatory tools based on the Mosaic Approach to identify ways in which their experiences at school could be improved. Children expressed three critical aspects where their school experiences can be enriched: 1) better school and classroom conditions to enhance learning spaces, 2) enhancing school accessibility, classroom pedagogy, and curriculum, and 3) space to act and effect change by learning and becoming. Last, we provide implications for policymakers, educators, and researchers with a call to reimagine schooling and children’s agency within the rural and remote school context.
{"title":"‘The school of our dreams’: engaging with children’s experiences and hopes at a remote school in India","authors":"R. Rangarajan, Delphine Odier-Guedj, C. Grové, U. Sharma","doi":"10.1080/14733285.2022.2124101","DOIUrl":"https://doi.org/10.1080/14733285.2022.2124101","url":null,"abstract":"ABSTRACT Schools are one of the most important social-geographic sites where children’s lives play out. Although researchers have sought to understand children’s school experiences in India, very few have considered marginalised children’s opinions regarding what they value and the alternatives to their current school experiences. Consequently, this article draws on the voices of 10 marginalised children (11-13 years) as co-researchers from a remote public school in Uttarakhand, India. The co-researchers generated qualitative data with the help of participatory tools based on the Mosaic Approach to identify ways in which their experiences at school could be improved. Children expressed three critical aspects where their school experiences can be enriched: 1) better school and classroom conditions to enhance learning spaces, 2) enhancing school accessibility, classroom pedagogy, and curriculum, and 3) space to act and effect change by learning and becoming. Last, we provide implications for policymakers, educators, and researchers with a call to reimagine schooling and children’s agency within the rural and remote school context.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131990372","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 : 2022-09-22DOI: 10.1080/14733285.2022.2122694
Mary Gutman, Miri Yemini
ABSTRACT This study used interviews and image-based associations with ten Israeli families (mothers and children) who had undertaken long-term work-related journeys lasting between six and nine years, during which they lived in at least two countries before returning to Israel. We explored their experiences and their children's socio-cultural pattern of identity formation both before and after returning to Israel. We distinguished four consecutive stages in the children’s identity formation. Each stage is characterized by a distinct socio-cultural pattern (mastery abroad, adjustment to returning home, shock and disappointment, and finally a sense of inner confidence and peace) and a matching identity (global-international, glocal-international, glocal-Israeli, and local-Israeli). The first two stages reflect the children’s time in the host countries, and the last two relate to their integration after returning to Israel. The results of this study are positioned in a broader context using two theoretical lenses – the U-Curve Theory of Adjustment and the Cultural Identity Framework. The combination of these two led us to come up with a fresh conceptualization (the GALUT model) to reflect the international-Israeli experience of the “relocation graduates’” return to Israel, which may contribute to the understanding of similar processes among children in various international contexts.
{"title":"Israeli global mobile families returning home: children’s social-cultural identities in transition","authors":"Mary Gutman, Miri Yemini","doi":"10.1080/14733285.2022.2122694","DOIUrl":"https://doi.org/10.1080/14733285.2022.2122694","url":null,"abstract":"ABSTRACT This study used interviews and image-based associations with ten Israeli families (mothers and children) who had undertaken long-term work-related journeys lasting between six and nine years, during which they lived in at least two countries before returning to Israel. We explored their experiences and their children's socio-cultural pattern of identity formation both before and after returning to Israel. We distinguished four consecutive stages in the children’s identity formation. Each stage is characterized by a distinct socio-cultural pattern (mastery abroad, adjustment to returning home, shock and disappointment, and finally a sense of inner confidence and peace) and a matching identity (global-international, glocal-international, glocal-Israeli, and local-Israeli). The first two stages reflect the children’s time in the host countries, and the last two relate to their integration after returning to Israel. The results of this study are positioned in a broader context using two theoretical lenses – the U-Curve Theory of Adjustment and the Cultural Identity Framework. The combination of these two led us to come up with a fresh conceptualization (the GALUT model) to reflect the international-Israeli experience of the “relocation graduates’” return to Israel, which may contribute to the understanding of similar processes among children in various international contexts.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"263 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114268352","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 : 2022-09-17DOI: 10.1080/14733285.2022.2121914
Jenny Renlund, K. Kumpulainen, C. Wong, J. Byman
{"title":"Stories of shimmer and pollution: understanding child-environment aesthetic encounters in urban wilds","authors":"Jenny Renlund, K. Kumpulainen, C. Wong, J. Byman","doi":"10.1080/14733285.2022.2121914","DOIUrl":"https://doi.org/10.1080/14733285.2022.2121914","url":null,"abstract":"","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133300279","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：