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.     

Tag,you're different: the interrupted spaces of children at risk of anaphylaxis

Several contributions to understanding the emotional aspects of everyday lives have been made by geographers. What we undertake in this research is to focus that lens on the emotional context of experiences of children at risk and in particular on anaphylactic risk-scapes, particularly within the school environment. This research attempts to go beyond the policy response by privileging the voices of the affected children (and their parents) in order to understand the emotionality of their risk experience; how it is articulated and negotiated in place, and how bodily boundaries are interrupted. Qualitative methods were used to explore children's perceptions of, and experiences with, anaphylactic allergy in the school environment. In-depth interviews were conducted with 10 children (aged 8–12 years) and 10 adolescents (aged 13–17 years) and their parents. Children were also asked to draw a picture of ‘what it was like to live with a severe food allergy’ and to then explain their illustration. Results revealed how the spaces of children at risk of anaphylaxis were interrupted; social spaces were interrupted through their bodily experiences of risk as they negotiated in and through school environments. These findings suggest allergic children contest school and policy constructions of ‘safe place’ through the interrupted spaces and bodily disruptions of emotion.     

Playing with mud- becoming stuck,becoming free? … The negotiation of gendered/class identities when learning outdoors

ABSTRACT

In recent years there has been a growth in outdoor learning opportunities for children of primary school age in part due to concerns that children spend less time outdoors and have become disconnected from nature. This paper draws upon ethnographic fieldwork conducted during the school year 2014–2015 in a school garden and two forest schools with children aged 3–11 years old. This paper explores how mud is used to form gendered and class-based identities through its management and social construction as dirt. The empirical research finds that the mud kitchen and wearing of waterproofs worked in part as assemblages to govern individuals and their experiences through the creation of cuts between bodies and mud. Yet, there were times when children’s encounters with materials exceeded their intended pedagogical function and resistances emerged.     

Singing about the Land among the Biangai

This paper examines Biangai (Morobe Province, Papua New Guinea) expressions and transformations of environmental imaginaries through women's mourning songs (yongo ingi) and the songs of string bands. Biangai personhood, once intimately connected to garden lands and trees, hunting and forest paths, is increasingly influenced by global capitalism. Through their songs, they betray an increased tension between acting as an individual person and acting in terms of kin based relationality. While yongo ingi still memorialize the social spaces and land rights of the deceased, they also express conflicts in Biangai engagement with gold mining. Biangai string bands emerged just prior to Papua New Guinea's Independence in 1975, with the first band recording and releasing a national cassette in 1982. Dominated by young men, they depict the intersection of local music with a Melanesian modernity composed of compensation payments, gold mining, love, travel, and marketing. Both yongo ingi and string bands inform each other and provide insight into how local music engages images of both global economy and global ecology. By examining the uses, meanings, and performative contexts of these songs, this paper contributes to our understanding of the role of such expressive forms in connecting persons and their environment.     

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.     

Care-less spaces and identity construction: transition to secondary school for disabled children

There is a growing body of literature which marks out a feminist ethics of care and it is within this framework we understand transitions from primary to secondary school education can be challenging and care-less, especially for disabled children. By exploring the narratives of parents and professionals, we investigate transitions and self-identity, as a meaningful transition depends on the care-full spaces pupils inhabit. These education narratives are all in the context of privileging academic attainment and a culture of testing and examinations. Parents and professionals, as well as children are also surveyed. Until there are care-full education processes, marginalisation will remain, impacting on disabled children’s transition to secondary school and healthy identity construction. Moreover, if educational challenges are not addressed, their life chances are increasingly limited. Interdependent caring work enables engagement in a meaningful education and positive identity formation. In school and at home, care-full spaces are key in this process.     

Complex spaces of orphan care – a Russian therapeutic children's community

Institutions of orphan care are immensely complex spaces imbued with social and cultural norms, and can exhibit intricate power relations and particularly severe examples of surveillance. While there have been numerous excellent quantitative studies of these institutions, they reveal little of the complexity and heterogeneity of the spaces, and there remains a need for more qualitative and particularly ethnographic studies of spaces of orphan care to reveal their nuances. Drawing upon the author's reflections on a highly unusual space of orphan care, this article makes two major contributions to Children's Geographies: (1) it employs a sorely neglected aspect of Foucault's work in Children's Geographies, Mettray, in analysing surveillance and discipline in an institution providing care to orphaned children and (2) It highlights the heterogeneity of these spaces and provides an example of best practice in spaces of orphan care.     

‘There is no better way to study science than to collect and analyse data in your own yard’: outdoor classrooms and primary school children in Bangladesh

ABSTRACT

The design and use of outdoor spaces for primary school teaching and learning has been given little consideration in the present context. The existing evidence base is mostly from western perspectives. In this study, an outdoor classroom was designed and built in a primary school in Bangladesh and used to teach children (n?=?30) their science curriculum. Multiple methods were used to investigate the impact of the outdoor classroom on students’ learning and engagement, including achievement tests, a questionnaire and focus groups with children and teachers. Children’s science scores were significantly higher after they had been taught outdoors, compared to indoors. Physical qualities of their outdoor classroom (lighting, acoustics, seating), in addition to greater enjoyment and active participation in learning likely explained improved attainment. Qualitative insights from children and teachers supported the quantitative findings. These results provide empirical support for building outdoor classrooms as an effective environment for teaching and learning.     

Transitional geographies: making mobile children

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

‘Working out’ for two: performances of ‘fitness’ and femininity in Australian prenatal aerobics classes

In this article, I consider the distinctly classed places/spaces in which affluent Australian pregnant women physically maintain their bodies through aerobics. The case study described is drawn from data obtained between 2006 and 2008 in a longitudinal study examining feelings about body image and ‘fatness’ in a sample of pregnant women in Melbourne, Australia. The ways in which pregnant bodies are disciplined within gym spaces are discussed through a case study of a prenatal fitness centre, FitForTwo, and drawing on narrative data of pregnant informants. FitForTwo is described as a primary site for the performance of ‘fit’ pregnancy and underscored by bodies that can be shaped, trained, moulded and modified. This case study is analysed against a backdrop of a growing Australian moral panics about ‘fighting’ maternal obesity. It adds to a body of feminist geographical and qualitative studies of pregnancy, bringing both a more sustained, longitudinal analysis than previously offered, and an Australian context that offers rich comparative material.     

‘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.     

Investigating self-reported food allergy prevalence in Waterloo Region,Canada

While food allergy prevalence has been studied at the national level, we know little of food allergy prevalence or perceptions of prevalence/management at the local level. This paper uses Waterloo Region as a case study to 1) document self-reported individual and household food allergy and sensitivity prevalence at the local level; 2) investigate perceptions of food allergy prevalence; and 3) explore perceived confidence in anaphylaxis management. Survey data were collected from January to March 2019. Respondents (n = 500) self-reported individual and household food allergy and sensitivity, estimated the percentage of Canadians with food allergy, and were queried about their knowledge of food allergy management. Prevalence estimates were weighted to the structure of the 2016 Canadian Census, and univariate and bivariate analysis were conducted. Prevalence of self-reported food allergy was 12.1% (95%CI, 8.8%-15.3%), and prevalence of self-reported food sensitivity was 26.3% (95%CI, 21.9%-30.7%). When asked to estimate the percentage of Canadians with food allergy, the mean perceived percentage was 35.1% (SD = 22.96). Self-reported prevalence of food allergy appears higher in Waterloo Region, and the estimated percentage of Canadians with food allergy is inflated. Understanding prevalence and perceptions at the local level is important for targeted allocation of public health resources to ensure safe spaces for individuals with food allergy.     

Delayed,deferred and dropped out: geographies of Filipino-Canadian high school students

Models representing the assimilation of post-Second World War immigrants to North America use the academic achievement of children of first-generation immigrants as a benchmark of social mobility. Filipino youths in Canada fall short of this benchmark – they neither meet nor exceed their parents’ academic achievements. While concern with outcomes is a useful starting point, I suggest that there is a need to interrogate how and where students are produced as different. To do this, I attend to the geographies in the narratives of youths gathered from Filipino high school students in Vancouver (unceded Coast Salish Territories). I examine how they negotiate the spaces of transnational migration, their lives as students and spaces where their educational trajectories are deferred and delayed. I argue that the geographies of transnational migration and family should be held together with spaces of the school and education when considering academic outcomes.     

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

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

The lived experiences of school lunch: an empathy-based study with children in Sweden

ABSTRACT

School lunch is in general regulated through policies and agendas constituted by the perspectives of adults. In this article, we focus on children’s lived experiences of school lunch with a special emphasis on emotions and how they relate to social and physical dimensions. This study draws on empathy-based stories written by 10–11 year olds (n?=?171) from schools in Sweden. We identified three themes: Interaction and exposure, Routines and restrictions and Food and eating. The children’s lived experiences of school lunch and the emotions attached to them are closely associated and intertwined with the socio-spatial dimension of school lunch. A pleasant meal experience seems to require harmonization between the physical and social space whilst negative experiences contain tensions between them, something that actors working with school lunch and school lunch environments should take in consideration when resourcing, planning and scheduling school lunch, and also when designing new school restaurants.     

Editorial I

Communication strategies emphasize concerns for content (what is said) and process (the way things are said). Scientists have a responsibility to communicate the findings of their research, enhancing prospects that their insights can meaningfully inform management practice. When used effectively, principles from geomorphology provide critical guidance for environmental management. Three key geomorphic messages are outlined here: Respect diversity through communicating spatial and temporal controls upon landscape character and behaviour; Work with nature in conveying the range of behaviour of any given system; and Be proactive by determining the trajectory of landscape change. Uptake of geomorphic understanding reflects, among many factors, our ability to communicate findings clearly. In communicating these messages, different approaches are likely to prove more effective when addressing differing audiences, whether school/university classes, stakeholders, managers, politicians, or the broader community. Collective approaches to learning through dialogue are encouraged as they promote deeper learning, prospectively enhancing the uptake of geomorphic understanding, thereby promoting healthier environmental futures.     

‘That street is taking us to home’: young children’s photographs of public spaces

ABSTRACT

Children’s identities constitute and are constituted by the everyday spaces they inhabit. Though there are innumerable accounts of what adults think public spaces like subways and city streets mean to children, fewer recorded accounts exist from young children themselves (Faulkner and Zolkos 2016, “Introduction.” In Critical Childhood Studies and the Practice of Interdisciplinarity, ix–xvii. Lexington: Lanham.). In this work I explored 2- – 5-year-old children’s conceptions of public space through the photographs they took and the narratives they told in and around those images. I focused on how children imaged their spaces, how their narrative fragments added layers of story to the images’ contents, and how their photographic performances acted as ‘visual voice’ (Burke 2005, “‘Play in Focus’: Children Researching Their Own Spaces and Places for Play.” Children Youth and Environments 15 (1): 27–53.), highlighting for us how they see themselves and their positions within the larger urban environment. The young children’s photographs depicted their growing autonomy and mobility within an urban context, attunements to non-human forms of the city, and knowledge of what it means to live in their communities.     

Participant observation in obesity research with children: striated and smooth spaces

This article discusses the value of conducting participant observation in obesity research with children in an Australian community setting. Obesity is highly stigmatized, and the use of activity-based interviews exposed the intellectual and embodied consciousness that children negotiate when they take part in research about food and bodies. Instead of opening up possibilities, interview-based activities can lead to a moral correctness about healthy lifestyles. It was through participant observation, in engagement with what Deleuze and Guattari [1988 Deleuze, G., and F. Guattari. 1988. A Thousand Plateaus: Capitalism and Schizophrenia. London: Athlone Press. [Google Scholar]. A Thousand Plateaus: Capitalism and Schizophrenia. London: Athlone Press] call striated and smooth (or regulated and unregulated) spaces of children's everyday activities, that richer understandings of obesity and children's bodies became apparent. We argue that without participant observation, our understandings of what children say and draw about healthy lifestyles may be limited by the striated spaces in which we conduct our research and the constraints that accompany the cultural politics of childhood and obesity.     

‘The meat market’: production and regulation of masculinities on the Grindr grid in Newcastle-upon-Tyne,UK

This article explores the regulatory practices that shape the production of embodied masculinities in profile pictures in the online dating app, Grindr. Mobile dating applications are becoming increasingly enmeshed in everyday socio-sexual lives, providing ‘new’ spaces for construction, embodiment and performance of gender and sexuality. I draw on 31 semi-structured interviews and four participant research diaries with men who use Grindr in Newcastle-upon-Tyne, a post-industrial city in North East England. Exploring the ways men display, expose and place their bodies in online profile pictures, revealed the production of two forms of masculinity – hypersexualised masculinity and lifestyle masculinity. I argue that the regulatory practices that shape men’s bodies in everyday spaces work to produce these masculinities. I take a visual approach that pays attention to the spatial practices that produce pictures, but that also pays attention to other senses, particularly touch. Paying attention to the visuality of the Grindr grid enables an understanding of the instability of online/offline dichotomies, as it is the interactions of online and offline spaces that enable the production of digital masculinities.     

Rethinking ‘safe spaces’ in children’s geographies

ABSTRACT

In this editorial, we provide a preliminary definition of ‘safe spaces’ before exploring how the collected authors have taken a fresh approach to understanding ‘safe spaces’ though a geographical lens. Until now, the material ‘location’ of safe spaces have remained under theorised, but by turning attention to how children and young people co-produce and bring safe spaces into being through their situated practices, this Special Issue provides rich ground for re-evaluating why places ‘matter’ in children’s lives. This editorial maps out those common threads that are uncovered across a diverse collection that spans playful protest in Johannesburg, family food struggles in Warsaw, to the theatrical parodies of second generation Somali youth in London.