Children's Geographies最新文献_第9页

Being a migrant learner in a South African primary school: recognition and racialisation 作为一名南非小学的移民学习者:认可和种族化

Children's Geographies Pub Date : 2022-06-05 DOI: 10.1080/14733285.2022.2084601

Helen Hanna

引用次数: 3

Caste, space, and schooling in nineteenth century South India 十九世纪南印度的种姓、空间和学校教育

Children's Geographies Pub Date : 2022-05-30 DOI: 10.1080/14733285.2022.2080528

D. Kannan

{"title":"Caste, space, and schooling in nineteenth century South India","authors":"D. Kannan","doi":"10.1080/14733285.2022.2080528","DOIUrl":"https://doi.org/10.1080/14733285.2022.2080528","url":null,"abstract":"ABSTRACT This paper examines the spatial and temporal dimensions of varied schooling agendas for poor and oppressed caste children and adults in the princely state of Travancore in nineteenth-century colonial south India. Schools became socially contested and politically charged spaces in which various subaltern castes, particularly the Dalits and Nadars, articulated a new language of social and religious self-fashioning. British Protestant missionaries played a crucial role in provoking these imaginations and yet, the joint workings of caste and racial prejudices resulted in ambivalent cultural encounters in the educational landscape. Caste was central to these contestations and negotiations in making modern child subjectivities and tended to produce new forms of inequality and reproduce existing ones. I argue that schooling campaigns for the poor resulted in the perpetuation of hierarchised, caste-inflected norms of childhood and produced multiple marginal children in local society. This paper draws upon British Protestant missionary archives to highlight the unstable and violent geographies in which children of subaltern castes navigated the sphere of modern schooling in colonial Travancore and the constitutive function of schools in the making of marginal childhoods.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"113 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116685520","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

Everyday childhood nature experiences in an era of urbanisation: an analysis of Dutch children’s drawings of their favourite place to play outdoors 城市化时代儿童的日常自然体验:对荷兰儿童最喜欢的户外玩耍场所的绘画分析

Children's Geographies Pub Date : 2022-05-30 DOI: 10.1080/14733285.2022.2071600

B. F. van Heel, R. V. D. van den Born, M. Aarts

引用次数: 4

Introduction: Modernity, Schooling and Childhood in India: Trajectories of Exclusion 引言:印度的现代性、学校教育和童年:排斥的轨迹

Children's Geographies Pub Date : 2022-05-27 DOI: 10.1080/14733285.2022.2073196

Sarada Balagopalan

{"title":"Introduction: Modernity, Schooling and Childhood in India: Trajectories of Exclusion","authors":"Sarada Balagopalan","doi":"10.1080/14733285.2022.2073196","DOIUrl":"https://doi.org/10.1080/14733285.2022.2073196","url":null,"abstract":"ABSTRACT This Introduction sets up a binary framing between the ‘marginal child’ and the ‘subaltern student’ to help contextualize this Special Issue’s efforts to frame educational exclusions in India within a longer history of modernity, childhood and the democratization of schooling. Broadly speaking, the ‘marginal child’ refers to discourses that focus on the ‘victimhood’ of particular populations of children while leveraging their hypothetical schooled futures as the ideal solution to their current situation. In contrast, the ‘subaltern student’ embeds a more historicized framing that draws our attention to first-generation students’ cautious hopefulness around formal education as that which coexists with, and is shaped by, their parallel recognition, navigation and experiences of school spaces as sites that devalue their identities as learners. Each figure, one discursive and the other real, aids in disclosing how recent efforts to realize all ‘children’s right to education’ contain distinct techniques of knowledge production, particular understandings of schooling’s spatial and temporal norm, and contrasting ideas around children’s value and futurity, i.e. practices that have significant ethical and political ramifications in shaping contemporary conversations around educational inequities in India.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131563415","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: 2

Application of the COM-B model to the correlates of children’s outdoor playing and the potential role of digital interventions: a systematic literature review COM-B模型在儿童户外游戏相关因素和数字干预潜在作用中的应用:系统文献综述

Children's Geographies Pub Date : 2022-05-27 DOI: 10.1080/14733285.2022.2075692

Avin Khalilollahi, D. Kasraian, A. Kemperman, P. van Wesemael

{"title":"Application of the COM-B model to the correlates of children’s outdoor playing and the potential role of digital interventions: a systematic literature review","authors":"Avin Khalilollahi, D. Kasraian, A. Kemperman, P. van Wesemael","doi":"10.1080/14733285.2022.2075692","DOIUrl":"https://doi.org/10.1080/14733285.2022.2075692","url":null,"abstract":"ABSTRACT Children’s reduced engagement in outdoor playing in recent years has contributed to increasing academic and practice interests in understanding this behavior, as well as investigating the effectiveness of combined social, physical and digital interventions on stimulating children’s outdoor playing. This paper provides a systematic review of recent empirical evidence on the correlates of the outdoor playing behavior of children, ages 4–12. In addition, the potential roles of digital interventions in stimulating children’s outdoor playing are explored. The COM-B behavior change model is used to establish relevant correlates and functions of digital interventions. COM-B model defines behavior as the result of an interaction between three components: capability, opportunity and motivation. This model provides a basis for designing effective behavior change interventions. This paper’s contribution is twofold: it presents the case for adding ‘digital environment’ as a new component of the COM-B model, and it further develops a conceptual framework of different functions of digital interventions aiming at stimulating children’s outdoor playing behavior. The findings contribute to the theory-based behavior change interventions stimulating children’s outdoor playing.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116653596","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: 6

Designing inclusive playgrounds in Switzerland: why is it so complex? 在瑞士设计包容性游乐场:为什么这么复杂?

Children's Geographies Pub Date : 2022-05-22 DOI: 10.1080/14733285.2022.2077093

I. Wenger, M. Prellwitz, U. Lundström, H. Lynch, C. Schulze

{"title":"Designing inclusive playgrounds in Switzerland: why is it so complex?","authors":"I. Wenger, M. Prellwitz, U. Lundström, H. Lynch, C. Schulze","doi":"10.1080/14733285.2022.2077093","DOIUrl":"https://doi.org/10.1080/14733285.2022.2077093","url":null,"abstract":"ABSTRACT Playgrounds designed with the intention to be inclusive are one approach to creating equal opportunities for all children, including those with disabilities, in terms of their right to play. However, when building inclusive playgrounds, the focus is often limited to the physical environment. Yet, studies investigating children’s play in inclusive playgrounds have shown that other aspects of inclusion, such as social inclusion, are equally as important as the physical environment. Nevertheless, there is a lack of knowledge about how inclusion is considered in the design of inclusive playgrounds. Therefore, this study aimed to explore the design and use of inclusive playgrounds among people involved in the provision of inclusive playgrounds and advocates of children with disabilities from a Swiss context. Four focus groups were conducted with 26 participants involved in providing inclusive playgrounds or having a professional or personal relationship with children with disabilities. Results revealed no uniform understanding of inclusive playgrounds. Barriers to inclusive playground provision included negative attitudes, lack of knowledge about inclusion and the absence of policies for inclusion. Through the focus group discussions, it was proposed that a community network is needed, to bring together children with disabilities and their families with playground providers when designing inclusive playgrounds. In this context, user involvement can inform the design of playgrounds and support the understanding of the needs of people with disabilities in playgrounds, among other things. To enhance inclusion for children with disabilities on inclusive playgrounds, design approaches that consider social inclusion, like Universal Design, are proposed.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116245266","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: 4

Anchors and thresholds in the formation of a transnational sense of belonging of migrant children in Poland 波兰流动儿童跨国归属感形成的锚点和门槛

Children's Geographies Pub Date : 2022-05-22 DOI: 10.1080/14733285.2022.2075693

A. Popyk

{"title":"Anchors and thresholds in the formation of a transnational sense of belonging of migrant children in Poland","authors":"A. Popyk","doi":"10.1080/14733285.2022.2075693","DOIUrl":"https://doi.org/10.1080/14733285.2022.2075693","url":null,"abstract":"ABSTRACT The formation of the sense of belonging is a lifelong process, which has no precise patterns and depends on individual experiences and feelings. For migrant children, it becomes central during transnational transitions and socialisation. To study the anchors and thresholds that shape a transnational sense of belonging of migrant children in Poland, this paper adopts the concept of social anchoring proposed by Grzymała-Kazłowska [2016. “Social Anchoring: Immigrant Identity, Security and Integration Reconnected?.” Sociology 50 (6): 1123–1139]. The study derives from child-centred qualitative research with migrant children, their parents and their teachers. The analysis introduces the four dimensions of belonging formation, namely the formal, social, emotional and symbolic, which determine how migrant schoolchildren negotiate their sense of belonging during transnational transitions. This research stresses the significance of all four dimensions for children's socialisation and underlines that belonging becomes key in children's wellbeing and sets the priorities in multiple spheres, like education, friendship, interests, leisure, or future life plans.","PeriodicalId":375438,"journal":{"name":"Children's Geographies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116831621","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

Student storytelling: critical reflections on gender and intergenerational practice at the National Centre for Children’s Books 学生讲故事:国家儿童图书中心对性别和代际实践的批判性反思

Children's Geographies Pub Date : 2022-05-19 DOI: 10.1080/14733285.2022.2073195

Michael J. Richardson

引用次数: 0

‘We discovered places we never used before’. Home and parenting geographies during the 2020 lockdowns in Italy and Greece “我们发现了以前从未去过的地方。”2020年意大利和希腊封锁期间的家庭和育儿地理位置

Children's Geographies Pub Date : 2022-05-17 DOI: 10.1080/14733285.2022.2077092

S. Malatesta, A. Pepe, E. Biffi, G. Kritsotakis, Kleio Koutra, Nikoletta Ratsika

引用次数: 0

Designing public playgrounds for inclusion: a scoping review of grey literature guidelines for Universal Design 设计包容的公共游乐场:通用设计灰色文献指南的范围审查

Children's Geographies Pub Date : 2022-05-10 DOI: 10.1080/14733285.2022.2073197

Alice Moore, Bryan Boyle, H. Lynch

{"title":"Designing public playgrounds for inclusion: a scoping review of grey literature guidelines for Universal Design","authors":"Alice Moore, Bryan Boyle, H. Lynch","doi":"10.1080/14733285.2022.2073197","DOIUrl":"https://doi.org/10.1080/14733285.2022.2073197","url":null,"abstract":"ABSTRACT\u0000 Universal Design (UD) is promoted internationally for the design of public playgrounds that support outdoor play, social participation, and inclusion. Despite this international recognition of UD, there is a lack of research evidence concerning the applicability of UD for playground design. Instead, municipalities need to rely on best practice guidelines to inform the design of public playgrounds for inclusion. Internationally, numerous grey literature guidelines have been produced for designing public playgrounds for inclusion, resulting in a lack of consensus on core principles for applying UD. Thus, this scoping review study aimed to synthesise findings from a review of international grey literature guidelines to strengthen the knowledgebase for designing public playgrounds for inclusion. Three themes were identified that characterise core considerations for good design: (1) design approaches, (2) design principles and (3) design recommendations. Although UD is recognised as having potential to support the design of public playgrounds, inconsistent design approaches, principles, and recommendations, were communicated within these guideline documents. Still, the core concept of inclusion underpinned all guideline documents and a tailored application of UD dominated. Consequently, to fully realise the design of public playgrounds for inclusion, UD may need to be tailored for play; however, further research is required.","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":"132526578","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: 7