Children's Geographies最新文献_第5页

Exploring the tactical mobilities and everyday activity of immigrant adolescents in a Canadian suburban city 探讨加拿大郊区城市移民青少年的策略流动性和日常活动

Children's Geographies Pub Date : 2023-01-18 DOI: 10.1080/14733285.2023.2166816

Haifa Alarasi, R. Buliung

{"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}

引用次数: 0

Changing childhoods in coastal communities 改变着沿海社区的童年

Children's Geographies Pub Date : 2023-01-02 DOI: 10.1080/14733285.2022.2155506

Anne Trine Kjørholt, Dympna Devine, Spyros Spyrou, Sharon Bessell, Firouz Gaini

引用次数: 0

‘They’ll be the ones that’s looking after it’ – unravelling institutional factors that shape children’s participation in urban planning for informal settlements “他们将是照顾它的人”，这揭示了影响儿童参与非正式住区城市规划的制度因素

Children's Geographies Pub Date : 2022-12-28 DOI: 10.1080/14733285.2022.2159331

Robyn G. Mansfield

{"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}

引用次数: 0

Everyday nationalism in Swedish preschools: something old, something new and something borrowed 瑞典学龄前儿童的日常民族主义:一些旧的，一些新的，一些借来的

Children's Geographies Pub Date : 2022-12-24 DOI: 10.1080/14733285.2022.2159332

Eva Reimers, Tünde Puskás

{"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}

引用次数: 1

‘It's beautiful, living without fear that the world will end soon’ – digital storytelling, climate futures, and young people in the UK and Ireland “美好的生活，不用担心世界末日即将来临。”——数字化叙事、气候未来、英国和爱尔兰的年轻人

Children's Geographies Pub Date : 2022-12-10 DOI: 10.1080/14733285.2022.2153329

W. Finnegan

引用次数: 2

Lived Democracy in Education: Young Citizens’ Democratic Lives in Kindergarten, School and Higher Education 教育中的民主生活:幼儿园、学校和高等教育中的青年公民民主生活

Children's Geographies Pub Date : 2022-12-06 DOI: 10.1080/14733285.2022.2151153

A. Pratama, Endah Yulianik

引用次数: 2

Modelling geographic access and school catchment areas across public primary schools to support subnational planning in Kenya 对肯尼亚公立小学的地理可及性和学校集水区进行建模，以支持肯尼亚的地方规划

Children's Geographies Pub Date : 2022-12-06 DOI: 10.1080/14733285.2022.2137388

Peter M. Macharia, Angela K. Moturi, Eda Mumo, E. Giorgi, E. Okiro, R. Snow, N. Ray

{"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}

引用次数: 1

Kid power, inequalities and intergenerational relations 儿童权力、不平等和代际关系

Children's Geographies Pub Date : 2022-12-01 DOI: 10.1080/14733285.2022.2151151

Rahul Singh

引用次数: 0

‘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 “有很多方法可以做到”:年轻的少数民族男性的愿望和他们的低收入社区的导航:荷兰乌得勒支的一个案例研究

Children's Geographies Pub Date : 2022-11-29 DOI: 10.1080/14733285.2022.2150961

K. Visser, M. Jonker, C. Finkenauer, G. Stevens

引用次数: 1

Whose voices? Whose knowledge? Children and young people’s learning about climate change through local spaces and indigenous knowledge systems 谁的声音?谁的知识?儿童和年轻人通过当地空间和土著知识系统了解气候变化

Children's Geographies Pub Date : 2022-11-12 DOI: 10.1080/14733285.2022.2139591

A. Turner, Judith Wilks

{"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}

引用次数: 0