Conceptions of place: approaching space,children and physical activity

In this paper, we argue that place mapping is useful for approaching children's conception of place and that this is of relevance when designing physical activity interventions. We contend that socio-material factors influence children's perception and use of places, and are crucial to understand in relation to their use of local neighbourhoods for physical activity. A place mapping of children's understandings and everyday use of their local neighbourhood in suburban Copenhagen was conducted with a fifth grade elementary school class. The mapping and subsequent analysis resulted in three categories of relevance to children's conceptions of place; located social experiences, experiences of the unknown, and children's contested spaces. We argue that such knowledge can provide useful information in the development and evaluation of activities that promote physical activity in urban spaces.     

Urban research and child-friendly cities: a new Australian outline

Recent public debates about Australia's children and young people have begun to acknowledge the direct impact of urban development on their health and well-being. This paper reviews a broad range of trans-disciplinary literature addressing child-friendliness in contemporary Australian cities, drawing particular attention to the fact that even some of the most recognised texts on children and young people in Australia still make few references in their analysis to the issue of place and neighbourhood. More specifically, the paper points to two particular research challenges confronting the ongoing study of young people's well-being in urban areas, including (a) the need for a more thorough analysis, both conceptual and applied, about how children and young people's well-being is affected by different urban forms and by the social and ecological variations that occur throughout cities; and (b) the focus on younger children needs to be complemented by a focus on adolescents and young adults who in turn need to be actively involved in confronting these challenges.     

Walking with preschool‐aged children to explore their local wellbeing affordances

An increasingly well‐developed body of research uses neighbourhood walks to better understand primary school children's experiences of local environments, yet virtually nothing is known about preschool‐aged children's connections to their neighbourhoods. A reason for this omission is the commonly held view that preschool children lack competency to reflect on lived environments beyond playgrounds, kindergartens, and other confined settings that dominate early childhood. However, preliterate children walk around, use, and create intimate relationships with local environments as shown by 10 children aged 3–5 years from Dunedin in New Zealand during go‐along interviews. We asked each to walk us around their locale, explaining and pointing out favourite and less beloved places and activities. In this article, we advance two arguments: first that preschoolers are knowledgeable meaning makers of place; second that walking with them is a key step to understanding their life worlds and provides a way for preliterate and preverbal children to demonstrate knowledge and understanding of their spatial worlds, including as research participants. We challenge the idea that children of this age lack large‐scale spatial competency and understanding. Walking with them generated an in‐depth appreciation of their experiences of environments and revealed deep connections they had with their locales at varied scales. The work enables us to offer novel insights into spatial competency, sociospatial complexities, and the multiple dimensions of young children's wellbeing affordances in urban environments. Such insights are highly relevant for geographers, planners, and others who shape children's urban environments.     

After-school Hours and the Meanings of Home: Re-defining Finnish Childhood Space

School children's use of their home during the after-school hours has become a controversial question in Finnish society. The article discusses cultural conceptions and uses of home as a specific space for children by comparing two different sets of empirical data: children's accounts of their after-school spaces and media debate on the same topic. Activated public concern in media accounts is analysed as a process of re-defining the properties of ‘proper places’ for children, whereas children's accounts are interpreted as expressions of local cultures. For the children, home is an ideal place for spending after-school time, while the public debate portrays the home as empty and children as lonely and unsafe. Definitions of home in after-school time are considered as part of a broader cultural process of re-defining contemporary Finnish childhood in which control turns out to be a crucial dimension of children's ‘proper places’.     

Alone or together in the neighbourhood? School choice and families’ access to local social networks

This study explores how the everyday geographies of city life and families’ access to social networks in the neighbourhood influence families’ school choices. The data consist of thematic interviews with parents of 8–14-year-old children (n?=?170) in three urban areas located in the cities of Paris (France), Milan (Italy) and Espoo (Finland) and are analysed via qualitative content analysis. The findings indicate that the families’ access to local social networks influences the reasoning behind school choice to the local school. The children’s relationships with other children and adults in the neighbourhood are considered important, but additionally, the parents’ networks with other parents in the area, mediated by the school, play their role. School choices as practices should therefore be analysed not merely as choices of an institution, as they comprise various aspects concerning the surrounding neighbourhood as a physical and social space.     

“This neighbourhood deserves an espresso bar too”: Neoliberalism,Racialization, and Urban Policy

In the Dutch and more broadly European context, urban policymaking has generally been studied through the conceptual lens of neoliberalism. While important, I argue that this neoliberal lens does not fully account for the design and impact of urban policies currently transforming cities like Amsterdam. Following Mustafa Dikeç's (2007, Badlands of the Republic: Space, Politics, and Urban Policy) understanding of urban policy as place‐making practices that normalize particular distributions of people, authorities and spaces, I propose to focus on underlying visions of the normal and the good city that shape urban policymaking. Drawing on 18 months of ethnographic research on Amsterdam's “notorious” Diamantbuurt, I argue that this vision is informed by neoliberalism and by racialized concerns with migrants and ethnic minorities. It entails particular classed and racialized preferences that normalize and underwrite the partial displacement that is underway in the neighbourhood.     

The Land of Allium: an exploration into the magic of place

Magical. A common adjective used to describe places. But does the magic of place spring from genius loci? Or could it be that we are the magicians, casting spells to transform places into what we desire (or what we fear)? Our sense of place is not a mirror on reality. We come to know places by inscribing our fantasies atop them, by writing onto the landscape our own imagined geographies. C.S. Lewis provides an intriguing glimpse into sense of place through the Pevensie children and their experience in The Lion, the Witch, and the Wardrobe: a mere wardrobe becomes a complex fantasy world in which the children play and interact. As adults, and as societies, we take real geographies and treat them as Lewis's wardrobe, creating Narnias in the depths of our most mundane landscapes. In this paper I explore the magic of place through an autobiographical photo essay set in a nature preserve in eastern Kansas. The stories I tell highlight in a literary and artistic way the phenomenological aspects of sense of place and the potential political import of the geographical imagination.     

Children's and parents' perspectives on risks and safety in three Belgrade neighbourhoods

The article examines children's and parents' perspectives on risks and safety in the neighbourhood in the context of Serbian society undergoing turbulent transformation. The evidence for the analysis comes from a small-scale survey with parents and 13–14-year-old schoolchildren and eight group interviews with the children in three Belgrade urban settings. The data show that the main difference between children's and parents' perspective is situated along the axis general risks in broader society vs. particular knowledge of risks and coping strategies embedded in the neighbourhoods. Such difference is related to different social positions of adults and children but is also significantly marked by specific social context. Bearing in mind recent brutalisation of Serbian society, risk anxiety in general is lower than might be expected. Due to weak institutions parents still rely considerably on social safety nets within the neighbourhoods. Their practices are generally more instructive than restrictive, thus implicitly supporting the practices through which children exercise significant agency in using places. Different spatial characteristics of the studied neighbourhoods emerged as an important contextual variable in both children's and parents' perspective on risks. The under-urbanised suburban locations are perceived as more risky, contrary to experience in the West.     

OF BOUNDARIES,PLACES, AND SITUATIONS

Thomas F. Gieryn's Truth-Spots: How Places Make Us Believe presents eight case studies to support his historical-sociological thesis that “Places … have agency and exert a force of their own on the direction and pace of knowledge and belief” (18). Gieryn adds a new angle to a century-old discourse on the social construction of truth: the emplacement of credibility in narrated material locations. Throughout his career, Gieryn has contributed extensively to the spatial and placeful analysis of knowledge and social power: from advancing the concept of discursive “boundary-work” in the 1980s, to a refined method of “cultural cartography” in the 1990s, and in the twenty-first century, toward investigations of places: defined as meaning-enriched material locations. He has now advanced “truth-spots” as a type of place that credibilizes truth-claims. This essay reviews the key concepts in the career of this historical sociologist of scientific knowledge, through a mapping of Gieryn's own trajectory within the arc of a long pragmatist tradition in US social science. I shall use Gieryn's own case studies to test two key claims in his account of how place operates in the social-cultural construction of belief: (1) The model of “place” that Gieryn proposed in 2000, and has used consistently ever since (termed here a “Gieryn-place”), and (2) Gieryn's claim that features of “truth-spots” exhibit an observably independent (“agentic”) effect on the credibility of claims made there. I argue that both Gieryn-places and truth-spots suffer from incomplete specification of the ways in which people attach meanings to locations; of the boundaries of places; and of the sites of conscious encounter with places. They suffer also from his own boundary-work to exclude imaginary, cultural, and virtual spaces from his conception of place. This essay argues that a credible account of how place operates in/as history will require a focus on situation and situatedness, drawing on the pragmatist tradition of the Thomas Theorem. The concept of situation completes the circuit between meaning-production and the attachment of meaning to places and opens a gate for historical investigation, across the boundary between imagined, virtual, and conceptual spaces, and lived, material embodied places.     

Understanding children’s neighbourhood destinations: presenting the Kids-PoND framework

ABSTRACT

Children interact with and are greatly affected by their neighbourhoods. This research aims to understand the places children go in their neighbourhood and their perceptions of them. A child-centred approach was used to map destinations and ask open-ended survey questions, using Maptionnaire (a public participation geographic information system (PPGIS) mapping software). Overall, 1102 children aged 7–13 years, from 19 schools in Auckland, New Zealand participated. PPGIS destinations were mapped with parks, unhealthy food outlets and advertising to contextualise children’s neighbourhood destinations. We developed and present here the Kids-PoND (Kids- Perceptions of Neighbourhood Destinations) framework for understanding children’s perceptions and use of neighbourhood destinations. We found parks with a variety of options for active play and socialisation are important to children as are shops where children consumed unhealthy food and drink. Our findings have implications for public health, town planning, children and their parents and schools.     

'Creating a Place to Belong': Girls' and Boys' Hut-building as a Site for Understanding Discourses on Childhood and Generational Relations in a Norwegian Community

The empirical focus of this article is children's huts as a particular place for constructions of identities and peer relations among children in a Norwegian local community. Building huts can be seen as children's construction of special places during childhood. Often these places are seen as secret places, reflecting a separate 'children's culture' developed within a particular microcosm. I argue that the social practices developed among girls and boys are related in complex ways to local cultural practices and the construction of gendered generational relations in the community. The title 'Creating a place to belong' refers not only to children's attachment to particular physical places, but also to children's place within a field of age-related as well as inter-generational relations.     

The After School Routines of Literature-Devoted Urban Children

This paper discusses the out of school routines of a group of ‘literature-devoted’ children of the city of Madrid (Spain). The children and families were recruited for the study at a library, a children's bookstore and a puppet show in a park. Participants provided information on their weekly routines through several procedures: surveys, photographs of their daily lives, interviews based on the photographs and interviews with parents. We develop a spatially based model that allows us to identify four styles of activity in children's out of school lives: homebound children, non-scheduled children, outdoor and scheduled children, and fully scheduled children. Our results suggest that there is significant diversity in the ways in which children's after-school time is organized, even within a middle-class and socially homogeneous sample as the one in this study. Also, the range of activities our participants engage in seems to contradict current portraits of Western urban children's lives as constrained.     

Gender,Ethnicity, and Hybrid Forms of Community-Based Urban Activism in Vancouver, 1957–1978: The Strathcona story revisited

In the 1960s and early 1970s, residents of the neighbourhood of Strathcona in the city of Vancouver, Canada, successfully fought the grand designs of planners, engineers, politicians and developers to displace residents, demolish homes, clear lands, and rebuild the area. Against all odds, a relatively politically powerless group of residents and their supporters from diverse ethnic and class backgrounds formed a neighbourhood organization, the Strathcona Property Owners and Tenants Association (SPOTA) to mount a last-ditch struggle to defend their homes, ways of life, and right to place. This article re-examines existing explanations of these historic events. It identifies the unique activism of ethnic minority women, and introduces the concept of culturally hybrid forms of oppositional practice—the interaction of cultural practices of the multi-ethnic, multi-cultural residents of Strathcona with mainstream Canadian political discourse and structures. The article stresses the critical importance of broadening and complicating existing analyses of multi-ethnic women's community-based urban activism as a way of rethinking feminist conceptualizations of movement activism around place and identity.     

Learning to belong? ‘Culture’ and ‘place making’ among children and young people in Hull,UK City of Culture 2017

ABSTRACT

Despite the rise of ‘child-friendly cities’ internationally, and a growing interest in youth engagement in urban planning, the role of children and young people in culture-led regeneration and ‘place making’ schemes, remains under-researched. Notwithstanding the wealth of research into childhood and youth cultures, little is known about the ways in which the abstract (and perhaps predominantly ‘adult’) notions of ‘culture’ and ‘place’ are negotiated by younger citizens. Drawing on participative research with schools across Hull, the UK City of Culture 2017, this contribution explores children’s and young people’s understandings of culture and place within this cultural regeneration event. Although our findings suggest that the City of Culture designation has brought benefits to children and young people in a marginalised city, there is still much to be learned from their often personal and informal interpretations of ‘place’ and ‘culture’, as well as the role played by schools in this context.     

Theatre Elicitation: developing a potentially child-friendly method with children aged 8–12

ABSTRACT

This article discusses the growing body of literature published in Children Geographies on the importance of involving children in research processes. Inspired by participatory creative methods such as photo elicitation and popular/forum theatre, we have developed a potentially child-friendly tool referred to as Theatre Elicitation (TE). The objective of TE is to use theatre forms as a means of data collection in the context of a negotiated research process. In a pilot project in which we explore TE, children shared their perceptions of happiness. This was inspired by a UNICEF Report [2007. Child Poverty in Perspective: An Overview of Child Well-being in Rich Countries. Innocenti Report Card 7. Florence: UNICEF Innocenti Research Centre] that listed ‘Dutch children’ as the happiest of the world. The focus of this article is the development of TE as an interactive research tool. Insights were gained into the meaning of ‘child-friendly’ research, shifting power relations between children, peers and adults, and how children’s own positioning in lived experiences contextualized concepts such as ‘Dutch children’.     

On the Stickiness of Territorial Stigma: Diverging Experiences in Amsterdam’s Most Notorious Neighbourhood

In Western Europe, a select number of “ghettos” are at the forefront of public anxieties about urban inequality and failed integration. These notorious neighbourhoods at the bottom of the moral spatial order are imagined as different and disconnected from the rest of the city. This paper examines how residents in Amsterdam Bijlmer, a peripheral social housing estate long portrayed as the Dutch ghetto, experience the symbolic denigration of their neighbourhood. Interviews show that all residents are highly aware of the negative racial, cultural and material stereotypes associated with their neighbourhood. However, these negative stereotypes are not equally felt: territorial stigma “sticks” more to some residents than others and substantial inequalities are observed in who carries the burden of renegotiating blemish of place. Differential engagement with stigma depends on how residents’ identity and the materiality of their surroundings intersect with stigmatising narratives of place.     

A comparison study of children's independent mobility in England and Australia

We compared independent mobility (freedom to move around the neighbourhood – or similar – without adult accompaniment) among English and Australian schoolchildren. Parents reported mobility licences granted to their children (e.g. allowing them to cross main roads alone) and accompaniment on local trips. Children reported travel mode to school. We examined associations between mobility licences and independent school journeys, and accompaniment on local trips. Among 10–12-year-olds, English children had more licences than Australian children. Mobility licences were directly associated with independent school journeys among primary but not among secondary schoolchildren who travelled further; and inversely associated with parental accompaniment to other destinations. Influences on parental restrictions should be examined to promote children's independent mobility.     

PLACE AND SPACE IN CONTEMPORARY EUROPE: SOME LESSONS AND REFLECTIONS*

The “localities debate,” stimulated by the Economic and Social Research Council's “Changing Urban and Regional Systems” initiative, was conducted in the pages of Antipode and Society and Space at a length that showed scant regard for emerging environmental sensitivities. Much of it involved politically contentious claims and increasingly exhausted theory; it resolved very little and in that sense was little more than a storm in a pretty familiar pudding basin. A later flirtation with postmodernism simply pushed aside questions of explanation while raising the political stakes as celebration of the differences between places became the order of the day. Nonetheless, important issues emerge from or relate to that debate, and we draw on our experiences to comment on three of them: (i) agents, structures, the production of space and the material bases of place: some issues of theory; (ii) the production of places, people's attachment to place, and place-based political strategies: some issues of practice; (iii) localities, postmodernism and the difference that place makes: is the regressive turn to postmodernism as approach avoidable?     

Neighbourhood play on the endangered list: examining patterns in children's local activity and mobility using GPS monitoring and qualitative GIS

Children's time and freedom for independent neighbourhood activity is severely declining, which may be adversely impacting their healthy development. This study integrates GPS activity monitoring and environmental analysis in a geographic information system with activity diaries, annotated maps, surveys, and map-enhanced interviews to conduct a deep pattern analysis of children's habitual neighbourhood behaviour (n?=?23; aged 9–13 years) from each an urban and suburban school neighbourhood within London, Canada. Patterns in children's primary activities and settings, independent mobility (IM) levels, and perception and use of neighbourhood affordances are examined. Participants note a diverse range of local independent destinations, but habitually spend little time playing outdoors in neighbourhoods. Local activity related to free time available, perception of activity affordances, and license to travel independently. Social and environmental conditions of children's micro-neighbourhoods influenced independent destinations and domains. Neighbourhood planning should promote diversity of activity affordances and address conditions that support increased IM for youth.