Participating together: dialogic space for children and architects in the design process

Typically enmeshed in the ‘voice’ perspective within children’s participation debates, there are currently sporadic insights into designer–child creative dialogue. Drawing on the findings of a Leverhulme Trust-funded research project, this paper articulates moments of dialogue between architects and children in spatial design processes, whose spatial and symbolic qualities help to understand the interactions and meeting of cultures. Several authors have discussed the transformational potential for adults and children to ‘co-author’ identities in dialogical contexts. The paper builds on this body of research to suggest that design dialogue offers the space, literally and metaphorically, for children and architects to participate together. Identifying the qualities of the dialogic design space as potentially present in children’s and adults’ everyday cultures and interdependent relations, it is proposed that this dialogical framework might diversify architects’ and children’s roles in the design process and enrich practices and perceptions of design participation.     

Classrooms without borders: new spaces and places of learning

This article identifies what can be learned from seeking to adapt teaching and learning styles in a post-disaster environment. It focuses on the development of student research through community-based learning as a means of increasing engagement and contributing to recovery in an earthquake-damaged city. It urges consideration of the socio-political context within which such pedagogies are developed, and highlights the management of expectations amongst students, community partners and academic staff. It discusses some of the benefits and difficulties in developing new spaces and places of learning, and reflects critically on what these initiatives represent.     

The place of children among the Guji of southern Ethiopia: school,work and play

This article explores everyday life among Guji children in southern Ethiopia and the place of children in an intergenerational social order. Based on data generated through ethnographic fieldwork among the Guji, we show that work, school and play are significant and intertwined social practices. Local knowledge and skills of importance for sustainable livelihood are acquired through children's participation in these different social practices. Oral tradition represents a key element of local knowledge and social practices in everyday life. However, political and social changes, such as settlement policies and the introduction of schools, affect the dynamic interconnectedness of these practices, as well as relations between different generations. These changes also have implications for local knowledge and local livelihoods.     

Inaccessible childhoods: evaluating accessibility in homes,schools and neighbourhoods with disabled children

Accessible built environments are a critical component of Canada’s commitment to disabled children’s ‘right to enjoy full and decent lives’ [United Nations Convention on the Rights of the Child. 1989 United Nations Convention on the Rights of the Child. 1989. Convention on the Rights of the Child. New York. [Google Scholar]. Convention on the Rights of the Child. New York.] . Although valid, reliable research data about the accessibility of built environments are key to developing related policies, these data currently do not exist. To begin to redress this gap, we conducted a case study series followed by a survey to determine the accessibility of schools, homes and neighbourhoods directly from disabled children (The ScHaN Project). To present a concise summary of the findings that can inform equitable, evidence-based policies, we developed a scoring system for their homes, schools and neighbourhoods. Although our findings illustrate that eliciting and interpreting data from these children were complex undertakings, it is clear that none of these central environments met Canada’s obligation to enhance equity by enabling their access, inclusion and participation.     

Capturing the geography of children’s active and sedentary behaviours at home: the HomeSPACE measurement tool

ABSTRACT

Children spend much of their time at home, indoors and sedentary. This study reports on the development, exploratory factor analysis, validity and reliability of the HomeSPACE Instrument. The instrument assesses features of the home physical environment that influence children’s sedentary behaviour and physical activity, and the family influences that create this environment. The space and equipment audit achieved good to excellent criterion validity and test-retest reliability for equipment, outdoor features and home design measures (Study 1, n?=?36 parents). Family influence scales showed acceptable internal consistency and test-retest reliability (Study 2, n?=?96 parents). Factor analysis highlighted fifteen scales to assess the importance, preferences and supportiveness of the home environment for activity. The HomeSPACE Instrument extends previous tools to provide a valid and reliable assessment of home influences on children’s sedentary behaviour and physical activity, that is adaptable for varying home physical environments.     

It's safe: food as a way of expression for children in Warsaw

ABSTRACT

The role of food in family relations is often discussed with a focus on discipline and control. This paper shows how food can also be used to create children’s safe spaces, defined as the social conditions that allow relatively independent expression of opinions, emotions and practices. Based on ethnographic research conducted with families in Warsaw in 2012–2013, I discuss different ways in which food is used to create and express such safe spaces. Firstly, I look at how children use food to create their own, personal and hidden safe space, in opposition to parental rule. Secondly, I analyse how food is used to build a safe space between adults and children. I argue that within often antagonistic family food relations there is in fact a space for children’s expression. Thirdly, I discuss the role of food in creating safe spaces for children during the research process. This paper takes a relational approach to the concept of safe space, and considers what kind of social relations and processes enable children’s autonomous expression with the means of food.     

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.     

Persistence in regional learning paradigms and trajectories: consequences for innovation policy design

Inspired by the first evaluation processes on how nations and regions have interpreted and specified the smart specialization strategy, this paper applies the lens of evolutionary economic theory to interpret the causes of the lock-in mechanisms in learning processes that seem to prevail in most regions. The paper elaborates the notion of regional learning paradigms and trajectories to interpret evolution in the way innovation occurs in regions. By identifying the sources of path-dependence in regional learning paradigms and trajectories, the paper explains the difficulties faced by regions in ‘jumping’ on a new paradigm/trajectory and initiating an explorative entrepreneurial discovery process. Once the reasons for lock-in are highlighted, the paper advances some suggestions on possible adjustments to the design of a smart specialization strategy.     

When nature nurtures children: nature as a containing and holding space

Contemporary theories of childhood recognize children as experts in their own lives, individuals whose perspectives are worthy of study. Immigrant and refugee children riding waves of historical, geographical, political, cultural and familial changes are likewise recognized as ‘socially competent actors’, anchored in part by their capacity to express personal interests and to form opinions. In a Montreal-based 2012 phenomenological study, 19 of these socially competent actors representing 5 continents were invited to share their perspectives concerning the role of the natural world in their socio-cultural adaptation process. Data provided information concerning children's lived experiences of nature. Research findings provided strong evidence that children entered into relationship with nature. Within this relationship, nature nurtured children by providing a space not unlike that of Winnicott's ‘holding’ or Bion's ‘containment’.     

Education for what? Shaping the field of climate change education with children and young people as co-researchers

ABSTRACT

Children and young people are often positioned as the next generation of leaders in whom the public imagines or expects to overcome the legacies of climate and environmental inaction. Increasingly analyses of progress in environmental education independently identify the need for researchers and teachers to ‘listen to children’s voices’. In this paper we argue that climate change education presents a significant platform not only for youth voices, but also for a genuine activation of children’s political agency in schools, universities, and the public domain. In so doing, we draw upon the government funded project Climate Change?+?Me, which has involved working with 135 children and young people from across Northern NSW, Australia as co-researchers investigating young people’s voices in climate change. We conclude that climate change education can open up an entirely new field of educational experience and inquiry when it is inclusive of and led by young people.     

Outdoor lighting design as a tool for tourist development: the case of Valladolid

Practices of outdoor illumination have dramatically changed in the last decades as functional lighting has progressively given way to a more qualitative vision of light. Its traditional role for security purposes has been progressively matched by the use of illumination for city beautification. This is now a major consideration for new lighting strategies. As a result, a growing number of European cities explicitly include the development of nocturnal tourism among the objectives of their lighting policies. However, little attention has been paid by academic research to this growing trend. Focusing on the internationally renowned lighting project ‘Ruta de los Rios de Luz’, this research paper explores the use of lighting design for tourism purposes. Through interviews with individuals who played an important role in the project, the discussion below scrutinizes the lighting design decisions and the economic, environmental and political objectives that inspire the growing utilization of spectacular forms of illumination for tourism purposes.     

Learning from Schools: School Choice,Political Learning,and Policy Feedback

This article investigates the policy feedback and political learning effects of school vouchers. Of particular interest is how market‐based policies affect the likelihood that program participants will connect their experiences with the policy to the government. I examine parent survey data from an evaluation of the Milwaukee school voucher program. I find that voucher parents are more likely than public school parents to perceive that the government has influenced their child's schooling and to believe that their experiences with their child's school have taught them about how government works. Further, voucher parents report that their experiences with the policy have made them more politically active. While majorities of voucher and public school parents support increased public school expenditures, there is some evidence that school vouchers may decrease support for public schools.     

Research-Based Learning: Teaching Development Through Fieldschools

The challenge of bringing research-based learning to undergraduate development studies and anthropology students has led to convening a fieldschool in Indonesia. The fieldschool has been vital in introducing students to fieldwork methodology and in developing a deeper understanding of the relation of research data to development theory. In addition, students who participate in the fieldschool discover a whole new aspect to learning where an emotional and intellectual response to the field situation is required and they are challenged to consider the ethical issues raised in the course of their research.     

Digital technologies,children and young people's relationships and self-care

Children's and young people's access to and use of digital technologies have received increasing attention in recent years. While influential UK media commentators have often focused on associated risks, researchers have taken a less exclusively problem-focused approach. Children and young people's use of, for example, social media and computer games to extend the spaces available to them in which to maintain relationships, to experiment with social identities, and to engage in an ‘economy of dignity’, however fragile, have all been highlighted. This paper builds on this work to further consider the role of such resources, accessed primarily through computers and mobile phones, as means of caring for oneself or ‘self-care’. It draws on a qualitative study which employed visual and audial methods to explore the sense of belonging (or not) of young people who have been ‘looked after’ by others than their biological parents, often in less affluent circumstances.     

Not suitable for children: the politicisation of conflict-affected children in post-2001 Afghanistan

The 2001 conflict in Afghanistan has attracted a great deal of international controversy. The impact of the conflict on Afghanistan's children has been no exception. The research conducted by the United Nations and child protection organisations on the experiences of Afghan children throughout the conflict paints a bleak picture. Accounts of children being directly targeted, accidently killed, abducted, actively fighting in armed groups, denied humanitarian assistance or simply struggling to be healthy, happy, educated and secure amid this conflict are a reminder that conflict devastates children's lives. However, while this research demonstrates that children are often war's innocent victims, the ways in which this research is narrated, particularly by belligerent parties to the conflict, are far from innocent. This article examines the political manipulation of research on Afghan children affected by armed conflict. It argues that Afghan children and their experiences have become a powerful moral symbol that is used by belligerents to advance political, military and strategic agendas.     

Grasslands as transitional spaces of play: Mongol children’s reimagination of the world in cinematic representation

ABSTRACT

This article examines children’s geographies in cinematic representation. It argues that cinematic landscape that intimates what D. W. Winnicott conceives as ‘transitional space’ contributes to a cinematic rendering of the otherness of childhood. Taking the Chinese movie Mongolian Ping-Pong (2005, dir. Ning Hao) as a case study, this article illustrates how the cinematic space of the grasslands is transformed into multiple transitional spaces of play for the Mongol child protagonists owing to the filmmaker’s employment of cinematic landscape, while a ping-pong ball discovered by one of the children becomes their ‘transitional object’. In transitional spaces, the children safely and creatively manipulate cultural resources of diverse scales to understand the social-cultural identity of the ball. Consequently, their unique vision of the world unfolds. The filmmaker’s cinematic treatment reveals his celebration of the children’s creativity. He sympathises that they cannot escape from acculturation once they start formal schooling in a Han-dominated society.     

The impact of playground design on play choices and behaviors of pre-school children

The purpose of this study was to examine where and how children choose to play in four Australian pre-school centers with very different outdoor playgrounds. Using a momentary time sampling direct observation instrument, a total of 960 scans were taken of pre-determined target areas (paths, paved expanses, grass, softfall, sand feature, manufactured functional, manufactured constructive and natural) within four playgrounds over a 30-day period. During each scan, we recorded the number of boys and girls observed in each target area as well as the dominant type of play (functional, constructive, symbolic, self-focused, talking). A total of 2361 observations of children occurred across the four centers. The results revealed the children were using the four playgrounds differently. At the diverse and natural Center A, the most popular space was the natural area and the least popular space was the sandpit. At the small, compact and diverse Center B, children were fairly evenly dispersed, with the most popular areas being the softfall and paved expanse. At the hard and barren Center C, almost half the children were found on the pavement, but the sandpits and natural areas were also popular. Finally, at the large, sparse and old Center D, children were fairly evenly dispersed, but most were observed playing on the softfall. Across all centers, irrespective of target area, the dominant play activity was functional play followed by self-focused play. This article discusses these findings and asks important questions about the design of pre-school playgrounds. In doing so, this study has begun to explain the relationship between the design of outdoor play spaces, children's choices of play locations and their play behaviors.     

Converting a large lecture class to an active blended learning class: why,how, and what we learned

Faced with diminished faculty resources and increased student enrolment from 2010 to 2017, we sought to use blended learning to achieve active learning in a large c.400-student introductory geography class. Working iteratively over seven years and eight classes and using smart classrooms, better timetabling, experimentation with peer review and learning management system (LMS) technologies, as well as the expertise of Queen’s University Continuing and Distance Studies instructional design team to improve integration between course elements, we closely approached the quality of learning achieved in a much smaller enrolment class. It is possible to teach large classes of 400 students in an active and engaged manner. The greatest obstacle to the development and maintenance of this model is institutional culture.     

Family education support to rural migrant children in China: evidence from Shenzhen

Rural migrant children have become a fast-growing population in China as a consequence of the large-scale population flow from rural to urban areas. Besides the dual-structure hukou system, which restrains rural migrants from upward mobility, family capital also plays an important role in providing family educational support to rural migrant children. Using the data from P District and N District of Shenzhen in 2013, this paper explores the present status of three dimensions of family capital and five aspects of family educational support to Chinese rural migrant children, as well as the correlation between family capital and family educational support from perspectives of migration status (hukou), life course (children’s age), and school type. Constrained by inadequate family capital in multiple dimensions manifested by less education, lower income, and limited social networks, etc., parents of rural migrant children provide less family educational support in nearly every aspect compared with parents of urban local children. Among rural migrant children, those in private migrant schools receive the least support from their parents.