From Active Young Explorers to Passive Young Consumers: The Commercialization of Canada's OWL Magazine

This article provides a content analysis of OWL magazine, a popular Canadian children's periodical published initially by a non-profit organization and, after 1997, by a for-profit corporation. Researchers examined issues of OWL from 1982, 1992, and 2002 to assess changes in the magazine in response to commercial ownership. Quantitative and qualitative methodologies were used to show how OWL has shifted from a primarily science and animal-themed magazine to a general interest “consumer” magazine for children with features like video game reviews. This shift from 1982 to 2002 is discussed within larger changes in Canadian children's commercial media and marketing. Canadian and American children's commercial media “boomed” during the 1980s and 1990s, placing additional pressure on OWL to incorporate content that met advertisers' interests and emerging consumerist outlook of Canadian children. We conclude by discussing how this research informs ongoing theoretical debates about the commercialization of childhood.     

Rural children's perceptions of life on the land in Southwestern Ontario

What are the life experiences of farm children in rural southwestern Ontario? Within the rural sociological literature, little research has been undertaken on the geographies of Canadian children in rural settings. Play, leisure, work and future aspirations are important to their lives. However, little is known about these issues and children's use of space and place on the farm. This study focuses on these issues from the point of view of the child and examines how gender, age and socialization processes work together with agrarianism to frame the lifeworlds of these children. In general, these children do not aspire to farm in the future, but are interested in future residence in the country. They value the way of life to be found in farming but some experience loneliness on the farm. For farm children, space and farm animals act as comfort in their lives and make for unique experiences.     

It all used to be better? Different generations on continuity and change in urban children's daily use of space

There is much speculation about children's changing space–time behaviour, yet little is actually known about it. The study reported on here, which was based on oral histories, statistical and archive research, and observations in Amsterdam, compared children's use of space during the 1950s and early 1960s with that of today. The public space of the street used to be a child space, but in two of the three streets studied it has been transformed into an adult space. Conversely, private home space—traditionally the domain of adults—has become a child space. Over time, children's geographies have become more diverse. In addition to the traditional childhood of outdoor children, we distinguish indoor children and children of the backseat generation. These two new types are characterized by a decrease in playing outdoors and an increase in adult supervision. Although this may be regarded as a loss, new children's activities have emerged, outdoors as well as indoors. Contemporary cities can be exciting places for children, but it is clear that inequality by class has become more manifest. Both new geographical childhoods have resulted in a decrease in children's agency, which may have a negative impact on segregation patterns.     

Children's perceptions of and attitudes towards,transport modes: why a vehicle for change is long overdue

Overreliance on car transportation impacts negatively on children's health, safety and well-being. This paper presents research that investigated children's perceptions of, and attitudes towards, transport modes. Primary children completed a pictorial questionnaire (n?=?486), 119 participated in focus groups (n?=?27). The findings suggest that children learn about transport modes from different interacting sources, both through experiential and vicarious mediums. The author concludes that the social emphasis on cars can have an intellectual impact that is detectable in the perceptions and attitudes of many children. It is argued that current policy for reducing car use in the UK has a narrow focus and does not address the role of social and cultural factors in car usage and dependency. Suggestions for new initiatives aimed at the family and the media are described.     

Twenty-five years of children's geographies: a planner's perspective

ABSTRACT

This paper considers the key trends and changes that have taken place in my 25 years of children's geographies research. I reflect on the growing awareness of children in research but also the continued marginalisation of children and children's concerns in my own planning profession, and the continuing need for a greater presence for Majority world children in research. I ask if we as children's geographers can rise to the growing global challenges children face. To do so will require greater interdisciplinary work and recognition of the ever more complex and dynamic nature of societies if we are to create a robust forward-looking research agenda with and for children.     

‘They'd only call you a scally if you are poor’: the impact of socio-economic status on children's identities

This article highlights the importance of socio-economic status to children's understandings of their own identity and belonging. It draws on a participatory research project with two groups of children, aged 8–13 years, from different socio-economic backgrounds, in two different geographic locations. It explores how children perceive and understand their own social and economic situations in relation to others. Whilst the children, from both backgrounds, did not regard themselves as rich or poor, they acknowledged social difference through their discussions of ‘chavs’ and ‘posh’ children. The article highlights the importance of place to those children with fewer socio-economic resources. The article confirms the nature and extent of the stigma associated with being relatively poorer, and increases our understanding of a socially divided society through children's eyes. It demonstrates how even young children perceive and experience social divisions, and contributes to a fuller picture of inequality from a child's perspective.     

Struggling with child domestic work: what can a postcolonial perspective offer?

Majority World working children's voices have attained some prominence in debates over their well-being. Many have defended their right to work, challenging Minority World understandings of children's ‘best’ interests. Yet employers' voices remain sidelined, raising questions over the extent to which the discursive and material spaces of children's work have been decolonised. A postcolonial perspective on children's work challenges suggestions that Majority World adults (and societies) need western guidance on how children ought to be raised. It also creates opportunities to look beyond western discourses of economic exploitation, to the potential for more-than-economic relationships between working children and their employers.     

‘In the best interests of the child’: juggling the geography of children's gardens (between adult agendas and children's needs)

This review paper presents literature, particularly in children's geographies, in support of the proposition that the rationales for the current children's garden movement flourishing particularly in the United States, albeit well-intentioned, continue to be dominated by adult discourses acting ‘in the best interests of the child’. The paper concludes that broadening the debate on ‘children and gardens’ through inclusion of research that focuses on children's competence and empowerment offers a different perspective of what children might want from these spaces. This highlights new directions for research on children's gardens which would focus this garden typology more on children's needs than adult agendas, and therefore contribute positively to development of these gardens as sustainable environments for children's learning and enjoyment of nature.     

Migration and regional inequality: changing characteristics of China’s economic inequality

Scholars studying economic inequality in China have maintained that regional inequality and economic divergence across provinces have steadily increased over the past 30 years. New studies have shown that this trend is a statistical aberration; calculations show that instead of quickly and sharply rising, regional inequality has actually decreased, and most recently, remained stable. Our study suggests that China’s unique migratory regime is crucial to understanding these findings. We conduct a counterfactual simulation to demonstrate how migration and remittances have mitigated income inequality across provinces in order to show that without these processes, we would have seen more of a rise in interprovincial income inequality. We conclude by arguing that inequality in China is still increasing, but it is changing and becoming less place-based. As regional inequality decreases, there are signs that point to the increasing importance of interpersonal inequality.     

Stories in Space: The Geographies of Children's Literature

This paper argues for the uses of children's literature in the study of children's geographies. It focuses in particular on the nature of representations of urban space in children's literature, a genre more usually connected with the pastoral and explores the narrative strategies and approaches of children's literature which does venture into the city. I propose five modes in which the city is written for children and ask, from the position of literary criticism which distrusts children's stories' ability to speak for children, how far these modes can be said to coincide with children's lived experience of the city.     

Geographies of environmental learning: an exploration of children's use of school grounds

There has been limited recent geographic research on children's use of school grounds. This study explores the impact of school grounds on the play behaviours of children in primary schools. It examines the way in which some features of school grounds stimulate more of the type of play that is likely to produce environmental learning. The paper reports on research findings from two primary schools in Canberra, Australia. At each school, multiple research techniques were employed, including behaviour mapping of children's play, interviews with children, and analysis of children's drawings of their school grounds. Children's play in one school displayed high levels of interaction with the natural environment. The paper provides insights on the potential of school grounds as sites for environmental learning.     

The Intersection of Gender,Caste and Class Inequalities in Child Nutrition in Rural India

While studies have investigated inequalities in child nutrition along single axes of social power such as, gender, caste and class, there has not been any study that has examined the intersection of the different axes in determining nutritional outcomes of children. This paper examines the intersection of gender, class and caste in determining children's nutritional outcomes for rural north, rural south and rural India as a whole. The paper investigates the intersectionality of the three axes in rural India and focuses on regional differences. The results show that children with particular disadvantageous group affiliations often find significant compensatory benefits from other beneficial identities. Class inequality dominates caste inequality and caste inequality dominates gender inequality in rural North India for all levels of stunting. In contrast, caste inequality dominates class inequality which in turn dominates gender inequality for severe stunting in rural South India.     

Child experiences as street traders in Peru: contributing to a reappraisal for working children

By exploring the experiences of over a hundred child traders in Cusco, this research provides an insight into the more everyday circumstances of children's work in developing countries. The working conditions of child traders raise serious concerns, including: dangers of accidents, theft and abuse; shortage of time for play; and some disruption to education. Nevertheless, the positives of trading work are substantial. Although the children feel that they have to work, they gain enjoyment and economic empowerment. Moreover, they display a certain self esteem and confidence in the knowledge of their trading skills, and a spatial awareness of the best trading sites, demonstrating agency in their choice of trading locations. The findings suggest that international policy, which emphasises universal condemnation and prohibition of child work, requires revision. Such policy should be replaced by a more flexible approach, which recognises the benefits of children's work and embraces supportive protection for children engaged in the lighter forms of work such as trading.     

The Corporeal Empire: Physical Education and Politicising Children's Bodies in Late Colonial Bengal

This article deploys children's bodies as an analytical lens to examine the political significance of knowledge production and childhood in British colonial projects in late colonial India. Scholars have theorised the ‘body as method’ of history to argue that bodies are imbued with meanings, become stakes in power struggles and are sites of knowledge and power. I examine this theme by investigating a key locus of knowledge production for children – the colonial school and its curriculum, specifically physical education. To underline the multi‐stranded processes and loci of colonial knowledge production, I examine nationalist pedagogies of two Bengali children's magazines (Amaar Desh and Mouchak) as a form of informal schooling. I argue that the colonial state's engagement with physical education in schools stemmed from anxieties to both discipline native children's bodies, and to discourage students’ ‘seditious’ political activism. Second, I demonstrate that for Bengali educated elites, children embodied a political space for contestation and undertaking their projects of re‐masculinising the youth. These nation‐building projects placed a premium on masculinity, influenced boy cultures to imitate adult male cultures, and inscribed gender roles on the bodies of Bengali boys and girls. By doing so, these colonial encounters restructured and redefined childhood in crucial ways.     

‘So that we don't spoil them’: understanding children's everyday mobility through parents’ affective practices

ABSTRACT

Children's everyday mobility and freedom of movement have been closely linked to parental practices, or what has been referred to as parental ‘mobility permits’ or ‘mobility licences’. Most research tends to focus on parental restrictions, while this article explores the affective practices Swedish middle-class parents use in order to enhance their children's mobility, i.e. how emotions are perceived as enabling parents’ and children's spatial experiences and thus their feelings of safety and security; as well as how emotions are talked of as disabling or disrupting the potential for children's mobility. These affective practices are analysed in relation to the parents’ self-reflexive positioning on a continuum between ‘the helicopter parent’ and ‘the engaged and enabling parent’. The material for the article is comprised of 33 interviews with the children's parents, carried out within a larger ethnographic research project on children's everyday mobility in Sweden.     

Family migration decision-making,step-migration and separation: children's experiences in European migrant worker families

Intra-European family migration has extended the realm in which families live and work in Europe. This paper joins a limited number of recent attempts to analyse family migration using a children-in-families approach [Bushin, N. 2009. Researching Family Migration Decision-Making: A Children-in-Families Approach.” Population, Space and Place, 15: 429–443]. In contrast to existing studies on this theme, our focus is on children's migration decision-making, experiences of step-migration and experiences of separation from parents during processes of intra-European family migration. Little is known about children's views and experiences of step-migration and separation from their parent(s) during family migration. Such experiences have implications for the spatial and temporal construction of family and childhood in Europe, where transnational mobility is increasing. This paper discusses children's experiences of separation in two research contexts, Scotland and the Republic of Ireland, to illustrate common features of the phenomena. The paper analyses family relationships relevant to migration decisions and explains their effects on children's agency, as well as on family integrity itself.     

Why does child trafficking policy need to be reformed? The moral economy of children's movement in Benin and Ethiopia

This paper challenges policy discourses that frame children's independent movement as intrinsically exploitative and threatening to their development. Drawing on research with children and adults in Benin and Ethiopia, two countries caught up in current efforts to eradicate child migration and the trafficking with which it has become associated, the paper critiques assumptions about children's vulnerability and physical dependence and contests the idea that appropriate childhood is necessarily fixed spatially within stable family structures. It, thus, situates children's migration within socio-cultural and economic contexts and suggests that it should be understood as part of a moral economy that confounds simplistic paradigms that conflate migration with trafficking. Policy suggestions are offered for how best to secure children's well-being through acknowledgement of the important relationship between mobility and child maturation.     

The relationship between children's perceptions of the natural environment and their subjective well-being

The overarching aim of the study was to ascertain the relationship between children's perceptions of the natural environment and their subjective well-being. More specifically the study aimed to fit a structural model depicting the nature of the relationship between children's environmental views and their global, and domain-specific life satisfaction. The sample included 1004 twelve-year-old participants randomly selected from 15 primary schools in Cape Town, South Africa. The measuring instrument included the New Ecological Paradigm (NEP) Scale for children, the Students' Life Satisfaction Scale and the Personal Well-Being Index-School Children. Confirmatory factor analysis was used to test the validity of the NEP Scale which showed appropriate fit structure. A good fit structure was also found for the overall structural equation model. However, the overall model showed that children's environmental views were not related to their global life and domain-specific life satisfaction. At a foundational level, more research is required to allow for a better understanding of how children in differing circumstances construct and assign meaning to nature, and what their perceptions of nature are before we can begin to ask them when, how or why they engage in nature.     

Transitional geographies: making mobile children

Geographers of childhood have variously accounted for the experiences of mobile children. Less has been said about the practices of becoming mobile, including the acquisition of skills, engagement with travel technologies and the shifting child–parent relations implicated in the process. This article explores the making of mobile children through ethnographic research with 7–12-year-olds practising the journey between home and school in Helsinki, Finland. Elaborating on the work of psychoanalyst Donald Woods Winnicott, it argues that families enact flexible spatial arrangements—transitional spaces—to experiment with their attachments to urban environments. Transitional spaces foreground the diverse relations between children, parents and the world, allowing the replacement of standard notions about growing up with situated accounts of how families make space for children's expanding mobilities. Against a cultural atmosphere stressing the risks and uncertainties of childhood, this view opens an affirmative approach to children's geographies—one that emphasises the trust, play and collaboration between adults, children and environments.     

Children's Understanding of Aerial Photographs

As aerial photographs are widely used in geography education, it is important to know how children's understanding of these representations develops through the school years. We review research that has addressed children's understanding of the content of aerial photographs, and we describe a series of studies in which children used information from aerial photographs to carry out spatial tasks in a large space. We demonstrate that using an aerial photograph can be an aid to subsequently using a map, and we discuss the educational applications of the research with aerial photographs.