‘Chilling’ and ‘hopping’ in the ‘teenage space network’: explorations in teenagers’ geographies in the city of Mechelen

Within the field of children's geographies several calls have been made to develop ‘teenagers’ geographies’ as a complementary field of research and practice. It has been stated that teenagers remain ‘invisible’ or ‘marginalised’ in public debates as well as in research and practice, even within childhood studies and children's geographies. Further explorations in teenagers’ geographies could contribute to the research on ‘diverse childhoods’. This article explores the spatial worlds of teenagers (approximately 12–16 years) in Flanders (Belgium), a region characterised by a dense network of smaller cities and ‘urban sprawl’. Based on street interviews and observations in a small city several mental maps and patterns of teenagers’ use of public space were identified. Starting from a case study in the city of Mechelen, this article suggests how these perspectives can be integrated into urban planning by identifying and tying together relevant planning layers, thus creating a more closely knit ‘teenage space network’. Wouter Vanderstede is an urban planner, anthropologist and historian. He is a researcher and staff member at Childhood & Society Research Centre–Onderzoekscentrum Kind & Samenleving vzw. Child friendly and teenager friendly planning and design of public space is one of the main research themes of the institute. View all notes     

Australian Indonesia-specialists and debates on West Papua: Implications for Australia-Indonesia relations1

This article explores the modes by which Australian scholars construct knowledge of Indonesia with particular reference to the debates on West Papua in the post-Suharto period. It examines their perceptions, beliefs and attitudes towards human rights issues with a view to analysing the underlying forces, motivations and implications of activism. This article casts doubt on a common, yet often unacknowledged, perception in Indonesia about Australian Indonesia-specialists who are categorised as: intellectuals who always see Indonesian government policies as ‘negative’.2 2. ‘Indonesia specialists’ refer to both scholars who have and who do not have formal Indonesian studies or training who get involved in the study of Indonesia and Indonesian society. Whenever I use ‘Indonesianists’, I refer to scholars who have formal Indonesia studies or training. By Australian scholars, I mean scholars who are Australian by ‘residence’. View all notes I demonstrate that the theorisation of Indonesian society has been diverse in Australia as exemplified by the West Papua debates. Australian scholars’ social positions and mobility, not government policy, shape their beliefs, attitudes and knowledge construction of Indonesia. Thus, considering Australian scholars from a monolithic perspective misses the reality that contemporary intellectual culture in Australia is no longer based on a traditional class.3 3. For an excellent discussion on contemporary intellectual culture, see Eyerman (1994 Eyerman, Ron. 1994. Between Culture and Politics: Intellectuals in Modern Society, Cambridge: Polity.  [Google Scholar]). View all notes I argue there are two major opposing groups in West Papua studies which I label as the ‘affirmative revisionist’ scholars who tend to be more optimistic towards resolution of conflicts in West Papua and the ‘sceptical reformist’ scholars who are dubious about any major changes in West Papua. This latter group believes the people of West Papua should be given the opportunity to remain integrated with Indonesia or to opt for selfdetermination. They tend to use the perceived failure of Indonesia in the protection of human rights in West Papua to attack the Indonesian government and Australian governmental agencies dealing with Indonesia. This article argues that this criticism may adversely impact on future Australia-Indonesia relations.     

Generational differences in women's attitudes towards paid employment in a British city: the role of habitus

Most studies of women's work orientations are based on the attitudes and experiences of women with dependent children and conceptualise women's decision-making in terms of moral positions on the combination of paid work and motherhood. Thus, work orientations are understood within a ‘gender model’ (Dex 1988 Dex, S. 1998. Women's attitudes towards work, New York: St. Martin's Press.  [Google Scholar]), which assumes that women's family situation drives their attitudes towards paid work. This article draws on qualitative interview data collected from interviews with women in two age groups living in Oxford, UK, to explore generational differences in women's work orientations and labour market behaviour. Drawing on a Bourdieusian framework, it considers specifically how changing social, economic and moral geographies, incorporating expectations about women's economic and caring roles, have influenced the habitus of older and younger women. The results of the study suggest that whilst caring responsibilities clearly influence women's attitudes and employment patterns, paid work is more important to younger women's sense of themselves and ‘gender models’ of work orientations do not adequately describe their attitudes.     

Irish Republican Politics and Violence before the Peace Process, 1968–1994

Analyses of the Provisional IRA in Northern Ireland tend to underplay the influence of political strategy in the 1970s, preferring to emphasise militarism. Similarly, the persistence of militarism in the 1980s is often obscured by the attention paid to a ‘new’ republican political orientation. This article seeks to draw attention to the IRA's evolving attitude to the ‘problem’ of Ulster unionism, and republicanism's various estimations of the likely efficacy of violence throughout the period. Republicanism is best understood as a deeply rooted working-class ethno-nationalist movement interacting closely with the other agents of the Northern Ireland conflict: constitutional nationalism, unionism and the British government. ‘Armed struggle’ became a declining asset for republicanism as it came to be seen less as a form of ‘popular guerrilla warfare’ and more as ‘terrorism’. 1 [1] For valuable advice, thanks to Prof. Roy Foster. Opinions expressed are my own. View all notes     

The difference that place makes to methodology: uncovering the ‘lived space’ of young people's spatial practices

While it has been argued that conventional methodological resources are incapable of effectively representing ‘everyday social practice’ (see Latham 2003 Latham, A. 2003. Research, performance, and doing human geography: Some reflections on the diary-photograph, diary-interview method. Environment and Planning A, 35: 1993–2017. [Crossref], [Web of Science ®] [Google Scholar], Environment and Planning A, 35, 1993), this paper posits that a consideration of the ‘where’ of methodology can go some way to taking social practices seriously. Drawing on research into young people's spatial practices, conventional interview techniques were adopted in a range of different sites: a classroom, a school store-cupboard, and in teenage ‘hang outs’. Through discussion of these emplaced techniques, the paper demonstrates the difference the where of method makes to research. It will argue that, if harnessed appropriately, emplaced methodology can enhance social science's capacity to access the range of intelligences that constitute everyday social practice.     

Australia–Taiwan relations: the evolving geopolitical setting

Compared to its relations with the People's Republic of China (PRC), Australia's relations with Taiwan are often underrated. As a substantial trading partner and as a polity that has transformed into a robust ‘Asian democracy’, Taiwan constitutes a significant if highly complex dimension of evolving Australian foreign policy. A workshop was convened at the Australian National University in early May 2007 to consider the evolving geopolitical, economic and socio-cultural dimensions of bilateral relations between these two regional actors. Among the basic themes emerging from workshop deliberations were how the growth of Chinese power would effect stability in the Taiwan Straits and throughout maritime Asia; how Chinese power would shape future order-building in the region and any role that Australia and/or Taiwan might play in that process; how Taiwanese democracy would factor into any future regional order and what Australia's future Taiwan posture should be given that that country is committed to a ‘one China policy’ acknowledging the PRC as China. Among the conclusions reached were that Australia must intensify its diplomatic efforts toward both Beijing and Washington to ensure that potential Sino–American differences over Taiwan do not escalate into military conflict and that time and generational change may work to facilitate a peaceful solution to this protracted security dilemma? ? The authors would like to thank Bruce Jacobs for his review of earlier drafts. View all notes.     

Children with mind–body differences: performing disability in primary school classrooms

There has been a significant geographical shift in the primary school education of children with mind–body differences in England. Emphasis is increasingly placed upon the ‘inclusive’ education of ‘disabled’ children in mainstream schools (DfES, 2001 Department for Education and Skills (2001a) Special Needs and Disability Act London: HMSO  [Google Scholar]a, 2001 Department for Education and Skills (2001b) Special Educational Needs, Code of Practice London: DFES  [Google Scholar]b), and children with a range of mind–body abilities are currently educated within mainstream primary school classrooms. This paper prioritises children's experiences in examining how (dis)ability is reproduced heterogeneously through everyday practices in ‘inclusive’ classrooms. The discourses of disability which circulate through classroom spaces are influenced by wider societal representations of disability and childhood, albeit often interpreted in specific ways within the context of the education institution. This demonstrates that classroom micro‐spaces are porous, specific institutional spaces.     

Engaging with place: artists,site-specificity and the Hebden Bridge Sculpture Trail

This paper traces the creative processes employed by artists participating in the 2004 Hebden Bridge Sculpture Trail and examines relationships between place, art and site-specificity. The Trail is a popular, temporary annual local arts event that invites international artists, students and community art groups to create and exhibit site-sensitive sculpture within Hardcastle Crags in Yorkshire, England. We consider some of the multiple ways in which artists mediate relationships between ‘site’ and artwork. We connect geographical concepts of place that highlight location, locale and sense of place, with mobile understandings of site as porous and flowing. The paper positions geographical research of art, opening out art and site in a non-urban environment through comparative discussion of concepts of ‘place’ and three ‘paradigms’ in site-specific art (phenomenological, social/institutional and discursive, Kwon 2002 Kwon, M. 2002. One Place After Another: Site-specific Art and Locational Identity, Cambridge MA: MIT Press. [Crossref] , [Google Scholar]). Three elements of site-specificity – histories, natures, interactions – are then explored through fourteen artists' creative practices and our documentation of the installation of their artwork in the Trail. We highlight the juxtaposition of ‘sites’ within the Trail, the over-lapping of ‘paradigms’ within individual artworks, and transitory aspects of ‘site’ to suggest that ‘time’ holds great significance in understanding site-specificity, place and art outdoors.     

The Consuming Visions of Late Nineteenth- and Early Twentieth-century Anarchists: Actualising Political Violence Transnationally

Pre-First World War anarchists blamed industrial society for denying its working class the share of the good life that was its due. Their critiques of their contemporary ‘regime of consumption’ were more than marginal to their views of a society they saw as upholding distributive injustice with the means of state violence. They conceived of a bourgeois system that had to be consumed and attacked with its own weapons: political violence. Hence the tactics of ‘propaganda by deed’ and ‘direct action’, the power of dynamite and later on syndicalist organisation appeared as appropriate means to overcome state-centred capitalist society and to usher in alternative ‘regimes of consumption’ based on cooperative or communist models allowing the producers to enjoy the fruits of their labour. Two of the most prominent German adherents of such visions, Johann Most and Wilhelm Hasselmann, were prompted to adopt the transnational propaganda of anarchist terrorism by their experience of state repression, exile and a series of terrorist events they associated themselves with. Siegfried Nacht, whose attitudes were heavily influenced by French syndicalism, sought to transfer older traditions of violent class struggle to the realm of economic terrorism. All their attempts at actualising political violence transnationally were marked by a desire to overcome weakness and the gap that separated visions of revolutionary acts and future societies from the starkly contrasting reality of their increasingly isolated and marginal political positions. The intellectual nexus between ‘political economy from below’ and contemporary practices of violence is crucial for understanding anarchist terrorism. Enemy images of parasitic consumers based on dichotomies between justified producer-consumers and criminal exploiter-consumers were part and parcel of its ideological currency.

In countries with revolutionary trade union tactics the boycott is given emphasis and rendered more effective by the boycotting crowd threatening and damaging the goods, stockrooms and factories owned by those being boycotted, by smashing windows, by throwing stink bombs into department stores, which will chase away the clientele, sometimes even by smashing up and setting fire to the stockrooms. (Siegfried Nacht, Die direkte Aktion, 19071 ?[1] Roller Roller, Arnold [Siegfried Nacht]. [1907]. Die direkte Aktion, revolutionäre Gewerkschaftstaktik, New York: Freiheit Publishing Association. without year [Google Scholar] [Siegfried Nacht], Die direkte Aktion, 39–40. My translation. This work is sometimes attributed to 1903, but in various library catalogues I have found no evidence supporting this claim. The two copies I consulted both listed publications from 1906 in the bibliography. View all notes)     

The Scope and Definitions of Heritage: From Tangible to Intangible

Since the adoption of the Venice Charter in 1964, there have been many conservation guidelines in the form of charters, recommendations and resolutions that have been introduced and adopted by international organisations such as UNESCO and ICOMOS. This article focuses on the scope and definition of heritage as promulgated by the various charters across the globe. The term ‘historic monument’ used in the Venice Charter 1964 was reinterpreted by ICOMOS in 1965 ICOMOS. 21–22 June 1965. Report on the Constitutive Assembly 21–22 June, Warsaw, , Poland [Google Scholar] as ‘monument’ and ‘site’; and by UNESCO in 1968 UNESCO. 1968. Recommendation Concerning the Preservation of Cultural Property Endangered by Public or Private Works. 15th Session of the General Conference. 1968, Paris.  [Google Scholar] as ‘cultural property’ to include both movable and immovable. The different terminology between the UNESCO and ICOMOS was reconciled at the World Heritage Convention 1972. At national and regional levels the scope of heritage was broadened to include gardens, landscape and environment, and later reinterpreted and defined quite differently in Europe, Australia, New Zealand, Canada and China. Although the scope of heritage, in general, is now agreed internationally to include ‘tangible’ and ‘intangible’ as well as ‘environments’, the finer terminology of ‘heritage’ has not been streamlined or standardised, and thus no uniformity exists between countries.     

Outsize/Outside: Bodily bignesses and the emotional experiences of British women shopping for clothes

Whilst there has been substantial research in geography concerned with ‘the body’, little consideration has been given to the ‘sized’ body. This article aims to counter this by considering the concept of ‘bodily bignesses’ as a way of understanding the plurality of female emotional and embodied experience through empirical work concerned with British women's experiences of clothes shopping. This involves breaking big bodies out of those categories that act to define their corporeal form for what they ‘represent’ within medical, moral and political contexts. Emphasis is placed upon destabilising the category of ‘bigness’, through utilising the concept of ‘the monstrous’ that is based upon the idea of understanding morphological difference beyond a simple opposition to the ‘normative body’. This provides a way to consider bodily size as a number of differential emotional experiences. For example, empirical examples focus on what it feels like to shop for ‘big clothes’, how women evaluate the suitability of clothing for their (un)suitable bodies, and acknowledges the feelings of self-acceptance that women experience as they come to terms with their bodily size.

If all categories are themselves unstable and the idea of rigid universalist divisions are untenable, then it is difficult to employ meaningfully, universal categories of good and bad, right and wrong. (Shildrick, 1997 Shildrick, Margrit. 1997. Leaky Bodies and Boundaries: Feminism, postmodernism and (bio)ethics, London: Routledge.  [Google Scholar], p. 104)     

Girls' friendships, ‘distinctive individuality’ and socio‐spatial practices of (dis)identification

This paper investigates girls' friendships (aged 14–15) at Hilltop school in England. Through the use of multi‐locational participant observation this paper identifies the significance of schoolgirl friendship in the production and contestation of femininity and compulsory heterosexuality. This paper focuses on one friendship group known as the ‘alternative’ girls. This paper illustrates how these young women invoke a discourse of ‘distinctive individuality’ (Muggleton, 2000 Muggleton D (2000) Inside Subculture: The Postmodern Meaning of Style Oxford: Berg  [Google Scholar]) in order to produce inclusionary and exclusionary boundaries of friendship. Central to an understanding of these friendships are the complex spatialities of young women's processes of (dis)identification (Skeggs, 1997 Skeggs B (1997) Formations of Class and Gender: Becoming Respectable London: Sage  [Google Scholar]).     

Alice's Unrepresentative Council: Cause for Intervention?

The troubles of Alice Springs have been widely discussed in the Australian media since The Weekend Australian published Nicolas Rothwell's (2011) feature article ‘Destroyed in Alice’ in February. Discussion has covered many things: violence, drugs, alcohol, sex, town camps, property crime, Aboriginal people coming in from outlying communities and the idea of another Commonwealth intervention. One topic that has not been mentioned is Alice's highly unrepresentative town council, built on a little-known electoral system used in Northern Territory local government called ‘exhaustive preferential’. This paper explains and critiques this electoral system and suggests that it is causing significant problems for both Alice Springs Town Council and other local governments in the Territory.1 ¹A version of this article was published in April 2011 in the Canberra Times monthly supplement The Public Sector Informant. Their by-line for the article was ‘A town like Alice needs an intervention’. View all notes It notes that the Northern Territory government is currently reviewing the system and is possibly moving slowly towards change. If change is not effected soon, it asks: is this electoral system cause for another Commonwealth intervention?     

A l'attac. Globalisation and Ideological Renewal on the French Left

The question of globalisation has become a focus of intense debate on the French Left with growing attempts to redefine the nature and forms of leftist opposition. More than any other grouping Attac, created in 1998, has been at the centre of a movement of opposition that contests the terms of neo-liberal globalisation and posits an alternative vision of social and political change. This article focuses on Attac's role in constructing a new discourse of opposition in relation to a global economic order. Whilst Attac seems to offer the possibility for ideological renewal on the Left, it has so far been unable to mobilise widespread support behind its political project. For some observers, Attac has failed to make explicit the connections between particular social problems and grievances in France and a universal context of change at international level. It tends to treat globalisation as an abstract ‘scientific’ problem, a distant and reified phenomenon rather than a social reality affecting millions of French citizens in their everyday lives.

Comment cela s'appelle-t-il, ce moment o[ugrave] un autre monde devient possible? Cela a un très beau nom, camarades. Cela s'appelle l'aurore.1 ?[1] Ramonet, I. (2002 Ramonet, I. 2002. “Cela s'appelle l'aurore”. In Attac au Zénith, 13–25. Paris: Mille et Une Nuits.  [Google Scholar]) ‘Cela s'appelle l'aurore’, in Attac au Zénith, Attac, Mille et Une Nuits, Paris, p. 21. The slogan un autre monde est possible was first devised by Attac and has since become the main symbolic reference for the French anti-globalisation movement.      

Transformational design literacies: children as active place-makers

Innovative curriculum frameworks that support children as active researchers and designers in everyday learning contexts remain unprioritized in school settings. Design literacies challenge and expand existing curriculum structures at a time when state and national curriculum privilege literacy and numeracy testing. Drawing on a broader ethnographic study that examined children's inhabitation of school food gardens through pedagogies of food production, ecology and design in three Australian primary schools [Green, M. 2011 Green, M. 2011. “Place Matters: Pedagogies of Food, Ecology and Design.” Unpublished PhD, Monash University Churchill Victoria [Google Scholar]. “Place Matters: Pedagogies of Food, Ecology and Design.” Unpublished PhD, Monash University Churchill Victoria], this paper focuses on the design literacies or ‘design-centered pedagogy’ [McLaren, S. 2008 McLaren, S. 2008. “Learning for Engagement: Lose the Ring-Fencing.” Paper presented at the Technology Education Research Conference: Exploring Technology Education: Solutions to Issues in a Globalised World, Gold Coast, Queensland. [Google Scholar]. “Learning for Engagement: Lose the Ring-Fencing.” Paper presented at the Technology Education Research Conference: Exploring Technology Education: Solutions to Issues in a Globalised World, Gold Coast, Queensland] that supported children's engagement with everyday learning in one school community. Semi-structured and ‘walking interviews’ provide rich data for understanding the contributions of design and design processes in a garden-based curriculum. When linked to a framework of sustainability, design literacies can expand learning opportunities that deepen their connection to everyday places.     

‘Childhood is measured out by sounds and sights and smells,before the dark of reason grows’: children’s geographies at 12

This Keynote essay argues for a supplement to existing studies in children’s geographies, one that explores the potential of a non-child-centric children’s geography alert to the work done by the figure of ‘the child’ in all manner of worldly situations. Taking a cue from the poetry of John Betjeman, notably his 1960 Betjeman, J. 1960. Summoned by Bells. London: John Murray. [Google Scholar] Summoned by Bells, the essay considers both the intimate spaces of childhood – ones gauged by the immediacies of ‘sounds and sights and smells’ – and the challenges posed by a wider world raddled by adult preoccupations and abuses, those characterised by Betjeman as stemming from ‘the dark of reason’. The essay builds from this foundation to address the ‘darkness’ in two sets of Nazi children’s wartime geographies, as well as engaging with the complexities of Theodor Adorno and Max Horkheimer’s claims, in the horizon of WWII, about the ‘dialectic of enlightenment’. Within the latter – and also, notably, in Adorno’s later writing – the figure of ‘the child’ surfaces as one miniscule crumb of hope, of experiencing and knowing the world otherwise, set against the face of adult Enlightenment’s seemingly inevitable decay. At the close, Adorno’s own brief dalliance with imagining a small slice of children’s geographies allows the essay to arc back towards its original claims, and to a renewed sense of why childhood ‘sounds and sights and smells’ continue to matter far beyond just the domain of geographers researching children.     

Further Thoughts on Imperial Absent-Mindedness

When my The Absent-Minded Imperialists was published in 20041 [1]. Oxford University Press added a by-line to the dust-jacket of The Absent-Minded Imperialists which read, in place of the formal sub-title, ‘What the British really thought about empire’. That was without my sanction. I would not have been so assertive. it stimulated – or provoked – a great deal of discussion. Among those most provoked were Antoinette Burton, who dismissed the book as not ‘worth arguing either with or about’,2 [2]. I understand that this review has attained a kind of celebrity for its virulence. and John MacKenzie: ‘some reviewers may be taken in by this, but I am not’.3 [3]. I tried to persuade OUP to include that with all their ‘puffs’ on the back cover of the paperback edition, in order to warn potential readers that it was controversial, but they declined. Other reviews, of course, were more positive. This paper is partly a reply to some of the more critical ones, but also seeks to place the general debate on the domestic impact of British imperialism in context, and will finish with a suggestion for moving it forward in a new way.     

Are Methodologies for Children keeping them in their Place?

As participatory methodologies gain popularity and are increasingly adapted to carry out research with ‘children’, I return to the methodological question: is doing research with children different from doing research with adults? (Punch, 2000 Punch, S. 2000. Research with children the same or different from research with adults?. Childhood, 9(3): 321–341. [Web of Science ®] [Google Scholar]). As a participatory researcher, I raise concerns around methods designed for ‘children’ that stamp a ‘how-to-research’ label upon a diverse group of individuals prior to entering the research space. Rather than continue the well-worn debate around the incompetent/competent/powerless child versus the competent all-powerful adult, I attempt a different approach that aims to dissolve this dichotomy. I draw on hybrid theories of identities (Benhabib, 1992 Benhabib, S. 1992. Situating the Self, New York: Routledge.  [Google Scholar]; Butler, 1990 Butler, J. 1990. Gender Trouble: Feminism and the Subversion of Identity, London: Routledge.  [Google Scholar]; Adams, 2006 Adams, M. 2006. Hybridising habitus and reflexivity: towards an understanding of contemporary identity?. Sociology, 40(3): 511–528. [Crossref] [Google Scholar]), that recognise identities as multiple and fluid, and present social identities as unhelpful guides in designing participatory methods, principally the mythical notion of the competent all-powerful adult (Lee, 2001 Lee, N. 2001. Childhood and Society: Growing Up in an Age of Uncertainty, Milton Keynes: OUP.  [Google Scholar]). I present the case that pre-labelling participants contradicts the bottom-up approach of participatory methodologies, particularly when Participation is understood as spatial practice (Kesby, 1999 Kesby, M. 1999. Beyond the Representational Impasse? Retheorising Power, Empowerment and Spatiality, mimeo [Google Scholar]; Cornwall, 2000), and participants are invited into a research space, where identities are performed (Thrift, 2000) and are, therefore, something we ‘do’ not ‘have’ (Butler, 1990 Butler, J. 1990. Gender Trouble: Feminism and the Subversion of Identity, London: Routledge.  [Google Scholar]).     

Inside and outside the school lunchbox: themes and reflections

We examine here the discourses surrounding the lunchbox taken to school by children: aspects both of the contents and of how children consume and understand these.1 The observations presented here form part of the preliminary stages of a broader project examining ‘Men, Children and Food’. The project itself is part of a large research programme – ‘Changing Families, Changing Food’ – funded by the Leverhulme Trust (award number F/00118/AQ) from 2006 to 2008, and situated at the University of Sheffield, working in collaboration with colleagues at Royal Holloway University of London. Our aims, in ‘Men, Children and Food’, are to explore the experiences of fathers (and other male figures in the household) and of children, in relation to food practices, including ways in which the two interconnect. View all notes Examples within and beyond the UK suggest that the lunchbox is a container for various aspects of the private and public. What traces can be found inside of wider social relations, including processes of care and surveillance? We argue that the lunchbox consists of intersecting spatialities, within which children constitute a public face, and create identities, relationships and subjectivities; this perspective frames opportunities for priorities in future empirical research with children.