Young people’s everyday landscapes of security and insecurity

Abstract

Debates about ‘security’ rarely feature children or younger people, whilst research with children and young people seldom focuses upon issues traditionally found within security studies. Building upon long-standing debates about political geographies of youth and political participation as well as feminist geopolitics and emerging discussions about children’s and young people’s geopolitics, we chart young people’s everyday landscapes of security and insecurity. Key themes explored here include: secure pasts and insecure futures; ontological security and insecure selves; online security and digital insecurities; home(land) securities and insecure households and families; and global securities and insecure worlds.     

The impact of the school space on research methodology,child participation and safety: views from children in Zanzibar

ABSTRACT

This paper discusses the impact of school environments as research spaces on participatory research methods, children’s agency and safety. The article draws on 18 months of ethnographic fieldwork on children’s perceptions of protection programmes in state and Qur’anic schools in Zanzibar Town. Working with ‘draw & write’ and photovoice approaches disclosed issues with children’s safety in schools and highlighted limitations of participatory research in educational spaces. Drawing on Zanzibari children’s perspectives, I suggest that to improve fragile theoretical ideals about children’s participation in participatory approaches in educational settings, research processes need cultural sensitization and conceptualization in relation to the intersecting notions of place and personhood. This, as the paper shows, needs to guide and can help develop a respectful understanding of children’s lives. This paper contributes to discussions on childhood research ethics and constructions of ‘safe research spaces’.     

“I do not know if Mum knew what was going on”: Social reproduction in boarding schools in Soviet Lapland

ABSTRACT

This inquiry into the history of boarding schools for indigenous and quasi-indigenous, tundra-connected children in the Soviet part of Lapland tries to answer why children were sent to a boarding school despite their parents living in the same village, and also why an additional school for mentally disabled children, a school half as big as the boarding school for “regular” children, was opened. Data from oral history interviews among former pupils and teachers, both indigenous and incomers, are combined with archival materials. Using the concepts of cynical knowledge as well as the Bourdieuan notions of social exclusion and reproduction, concealed functions of the boarding school system are identified, among which are the attenuation of housing shortage and the operation of the school out of economic interests, alongside with ethnocentric and paternalist patterns. The stigmatization of mostly Sámi children from relocated families as mentally disabled is set in a frame of individualization of the negative, which sought to present failures of the state’s social engineering as personal fallibility.     

Everyday travel for families with children using wheelchairs: parents’ perceptions of constraints and adaptation strategies

ABSTRACT

There is a norm assuming high mobility in the Western world today, which can increase the social and geographical exclusion of those who have limited possibilities to travel, such as people with disabilities. When it is a child who has the disability, travel-related constraints are likely to affect the whole family’s travel patterns. This study explores travel constraints among Swedish families with children with cerebral palsy who use wheelchairs. A time-geographical framework is employed. Interviews with parents show that these families’ everyday mobility is affected by authority, capacity and coupling constraints, and that it is often a combination of these constraints that makes travelling difficult. The families use different strategies to negotiate these constraints. In addition to strategies controlled by the families, the findings suggest that there is also a need for governmental support and a barrier-free transport system to enhance their mobility.     

Strangers and estrangement: young people’s renegotiations of birth and foster family relationships as they transition out of care and the implications for the state as parent*

ABSTRACT

Many young people ageing out of state care continue to experience very poor life outcomes. Based on research following 21 care leavers aged 15–18 over three years, this article charts how children’s experiences in troubled birth families are often compounded in care by multiple placement moves, the gradual disintegration of sibling units over time and troubling relationships with the adults charged with their care. It considers the effects of living with strangers and of transient relationships with carers and professionals, and explores young people’s feelings of rejection by, and responsibility for, their birth families. The capacity of the ‘corporate parent’ model to ensure adequate attention is paid to relationships in young people’s lives is questioned. Hollingsworth’s theory of foundational rights, incorporating considerations of relational autonomy, is utilised to reconsider the state’s obligations towards children for whom it has taken on the parental role, both during and beyond their legal minority.     

‘Favourite places in school’ for lower-set ‘ability’ pupils: school groupings practices and children’s spatial orientations

This paper contributes to the recent turn within Children’s Geographies concerned with understanding and illuminating educational inequalities. The focus is upon pupils assigned to lower ‘ability’ groupings, in a school under pressure to raise attainment. The objective of the paper is twofold, firstly to consider how school grouping practices affect children’s sense of belonging in lessons, and secondly, to contextualise these findings against children’s spatial orientations within the broader school environment. It is argued that a spatial focus may shed light upon the educational policy drivers that contribute to the exclusion of disadvantaged children. Neo-liberal imperatives of accountability and performance can be seen to shape hierarchies of belonging, where pupils’ positioning in ‘ability’ groupings enables/limits the spatial agency that they can exert. Macro policy concerns are mapped onto micro school processes concerning the construction and governance of school spaces, using theoretical insights from Michel Foucault and R.D Sack.     

‘My Daughter was Genetically Drafted with me’: US‐Vietnam War Veterans,Disabilities and Gender

This article examines war's lasting bodily legacies by focusing on the Vietnam veterans’ Agent Orange movement that arose in the mid‐1970s. This movement pushed for the recognition of the disabling effects of Agent Orange not only on veterans themselves but also on their children. By taking biological responsibility for miscarriages or children's birth defects, veteran‐fathers challenged gender norms that blamed women and required men to hide their grief about both war and children. They also reinforced pitiful representations of children with disabilities in seeking to win benefits for their children. This article studies the representations of and discourses about these children, including how race and gender informed media coverage of the Agent Orange movement. Although women fought on behalf of Vietnam veterans and their families, their roles nevertheless remained circumscribed within conventional gendered expectations and domestic arrangements. The article uses the methods of disabilities, gender, social and cultural history to analyse veterans’ movement records as well as newspapers, Congressional hearings, television news and documentary films. It underscores the centrality of disability as a category of historical analysis and the value of (re)considering the fields of war, gender and reproduction through the analytical lens of disability.     

Domesticating online games for preteens – discursive fields,everyday gaming,and family life

This article examines families’ everyday practices connected with online games played by children ages seven to eleven in the USA. Based on interviews in homes with children and parents, the article employs domestication theory to account for social experiences and symbolic meanings of games and game devices within private and public contexts of children’s game play. The analysis focuses on the social process through which online games are brought into home environments and incorporated into families’ daily routines. Games are analyzed as both impacting on everyday practices of the family and being shaped by the histories, values, and relationships within the households. The article contributes to an understanding of preteens’ online gaming and highlights the strength of using domestication theory to investigate children’s media practices.     

Development for Children,or Children for Development? Examining Children's Participation in School‐Led Total Sanitation Programmes

The Community‐Led Total Sanitation (CLTS) approach is said to have radically revolutionized a poorly performing sanitation sector. The claims of CLTS programmes successfully stopping practices of open defecation have only recently begun to be critically reviewed: scholars and practitioners are questioning the sustainability and scrutinizing the participatory nature of this approach. This article builds on these analyses to draw attention to the School‐Led Total Sanitation (SLTS) programme which promotes the role of children as sanitation change agents to ‘trigger’ a shift of behaviour in their peers and elders in school and surrounding environments. The article reviews the active role of children in SLTS in the context of how ‘participation’ is structured in demand‐led sanitation approaches, as well as in relation to children's rights to participation in developmental projects in general. Reviewing the arguments supporting SLTS in practitioner literature and drawing on observations from SLTS case studies in Ghana, the authors notice a significant contradiction in the concept of children's participation as premised in SLTS initiatives and as outlined in the child rights agenda. These findings expose inherent tensions in SLTS between children's rights, participation and the role of children as sanitation change agents. They build on existing critiques of participation as coercion within demand‐led sanitation approaches that have ‘gone global’.     

A False Start? British Perspectives on Italy’s Participation in the Early Phases of the European Economic Integration Process: The Case of the OEEC (1948–1952)

Abstract

This article examines how Anglo-Italian relationships unfolded in the aftermath of the Second World War within the framework of the Organization for European Economic Cooperation (OEEC). By analysing Italy’s participation in the early stages of the European integration process through the lens of British diplomacy, this contribution aims to shed new light on the international dimension of Rome’s post-1945 political and economic strategies. First, the article considers the main concerns that characterized Italy’s involvement in the OEEC activities between the late 1940s and the early 1950s: the promotion of the circulation of the intra- and extra-European manpower and the liberalization of trade and payments. Second, rather than making a ‘classic’ comparison between the divergent policies – particularly the internal and international economic programmes – that Britain and Italy pursued within the OEEC, this article highlights the extent to which an ‘asymmetry of power’ impacted Italy’s ability to realize its strategies. To conclude, the essay assesses how bilateral and multilateral relationships in the OEEC arena mutually contributed to the shaping of Italy and Britain’s patterns of post-WWII economic reconstruction.     

Walking,mothering and care: a sensory ethnography of journeying on-foot with children in Wollongong,Australia

This article presents a material feminist perspective into motherhood and walking. Our aim is to explore the process of women ‘becoming mothers’ through journeying on-foot somewhere with children in car-dependent cities. To do so we utilise empirical material gathered as part of a walking sensory ethnography with families living in Wollongong, New South Wales, Australia. Drawing on Deleuze and Guattari’s assemblage thinking and a feminist care ethics we argue that entanglements with bodies and materials alongside ideas, emotions and affects shape how motherhood becomes and is felt on-the-move through ‘moments of care’. We discuss five moments where care emerges not just as a gendered practice, but as an affective force and embodiment of motherhood; these include: preparedness, togetherness, playfulness, watchfulness, and attentiveness. Instead of assuming the figure of the mother is a given identity; insights are provided into how the dilemmas of becoming a ‘good’ mobile mother are felt through moments of care.     

Obtaining meaningful informed consent: preliminary results of a study to develop visual informed consent forms with children

This pilot study explores children's understanding of informed consent (IC) and the potential of participatory visual methods for improving the IC process. Strategies used to improve the IC process have generated mixed evidence as to their ability to increase understanding and willingness to participate among potential research participants. Two workshops with 13 children aged 8–12 years were held to discuss the content of IC forms, particularly confidentiality and voluntary participation, and the children took photographs to represent these concepts. Simplified written IC forms generated boredom, disengagement, and/or anxiety for some children. Preliminary results of this pilot study indicate the potential to enhance the IC process by using participatory visual methods with children to make visual IC forms.     

Children’s participation: moving from the performative to the social

The body of work on children’s participation has been valuable in asserting its importance. Nonetheless, participation is a contested concept and key challenges arise relating to its emphasis on age and voice, its focus on socialising the participative responsible citizen, and its failure to sufficiently recognise the range of participatory activities of children in their everyday lives. This article presents findings of a study on children’s experiences of participation in their homes, schools, and communities including the importance of the relational context, how everyday interactions rather than ‘performative’ formal structures for participation are valued by children and how their participation is limited by adult processes based on notions of competence and voice. It concludes with an argument for recognising and facilitating children’s informal and social participation as well as new forms of democratic processes being developed by children to address the possibility of governance and over-responsibilisation of children.     

Challenging the odds of vulnerability and resilience in lone migration: coping strategies of Zimbabwean unaccompanied minors in South Africa

ABSTRACT

Childhood vulnerability attracts more societal and scholarly attention than child resilience. This article presents experiences of some Zimbabwean Unaccompanied Minors (ZUMs) in South Africa as an example of children who adapt to living as migrant minors separated from their parents. Using life history and aspiration interviews with eighteen ZUMs, we explore their coping strategies to test theoretical perceptions about childhood vulnerability and expand knowledge of how they are being affirmed and/or challenged. With research conducted in Makhado (Louis Trichardt), a non-border town in South Africa, the article highlights the nuances of ZUMs living in-shelter with catered needs versus ZUMs living out-of-shelter and fending for themselves. The interconnected effects of this on the children’s agency, vulnerability and resilience, now and potentially in future are also explored. In engaging the philosophy that some childhoods are inherently difficult, the study confirms that some ZUMs cope successfully despite being caught-up in tensions between structure-agency and vulnerability-resilience. The coping strategies of ZUMs reinforced some forms of vulnerability, while they camouflaged or silenced others. This cautions against the adoption of uncritical, or generic views about children’s agency and capabilities. The study concludes that individual and societal context matter greatly in discourses about child agency, vulnerability and resilience.     

Children, ‘healthy’ food,school and family: the ‘[n]ot really’ outcome of school food messages

ABSTRACT

This paper draws on a multi-method study with 50 families in Victoria, Australia. Primary school children were asked about food knowledge from school and whether they felt motivated to bring knowledge home. Generally, children and parents felt school food messages are unclear, contradictory and not relevant to them and this reduced the likelihood of messages coming home from school. We identify a critical difference in how families thought about healthy eating and food practices at home and the framework of school messages. Families focused on children’s eating in a pragmatic way, infused with nurturance as well as concern. We argue their practices can be viewed as a form of relational consumption (Lindsay and Maher 2013. Consuming Families: Buying, Making, Producing Family Life in the Twenty-First Century. New York: Routledge.) where food is part of the everyday exchange of love and care. A disjunction exists between familial relational approaches and the regulatory framework of school food messages that impacts how messages move between these spaces. Attention to relational aspects of food consumption at school might allow for a more valuable exchange between family and schools that supports family endeavours to feed children well.     

The interplay between school and home location and its relationship with children’s subjective well-being

ABSTRACT

The aim is to determine the extent to which children’s subjective well-being (SWB) varies according to age, gender and the fact of living in the same context as the school (urban/rural) or not, in representative samples of 8, 10 and 12-year-olds (N?=?3708) in Spain. The existence of a match between schoolchildren’s living context and that of their school was the most common situation for the participants. The results, analysed using linear regression models and analysis of variance (ANOVA) with complex samples, show that a match between home and school context is not associated with statistically different levels of SWB in the three age groups (8, 10 and 12-year-olds) or by gender. Whereas no interactions between age, gender, school context and home location contribute to explaining overall life satisfaction, some do contribute to explaining the modified version of the Student’s Life Satisfaction Scale (SLSS) used here.     

Generation as a social variable

ABSTRACT

In this short paper, I start with a case study – about how elementary school children in the early twentieth century in England understood their responsibilities vis-à-vis family (and school). This example provides a window into a past which deeply contrasts with present-day children’s and adults’ understandings and lives. I go on to consider (very briefly, for the field is vast) how ideas about childhood changed in the interwar years and how, since then, children have become locked into educational establishments – as well as into families. It seems to me that in these circumstances we are not used to thinking of children as thoughtful and active members of society. So it is no surprise to me that adults do not look to inter-relations with children as key variables towards understanding the social order. I note that my emphasis is on the UK, since I know most about that!     

Including babies and toddlers: a new model of participation

ABSTRACT

Models relating to the participation of children are often explicitly aimed at facilitating or evaluating participation in decision-making processes on local levels. However, these models often build on hierarchically ordered ‘ladders’ of children’s involvement starting with passive involvement and increasing gradually to highly active engagement. Such models become problematic when designing or evaluating participative activities for young children. On the basis of two ethnographic studies conducted in children’s libraries, we propose an alternative model based on a view of participation as processual rather than definitive. Theoretically, the paper draws mainly on human rights theory as well as on theories and concepts derived from childhood studies such as participation and citizenship. The new model of participation demonstrates how the idea of participation can be operationalized at practical levels to include the very youngest children.     

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.