Playful spaces? a social geography of children's play in Livingston,Scotland

It is often assumed that ‘play’ is an unproblematic category of children's activity, but consideration should be given to whether it is really an adult construction full of questionable assumptions about enjoyable activities free of stress for the children concerned. This paper offers some empirical materials to begin such a deconstruction of ‘play’ through an inquiry into the social geography of children's play in a Scottish new town. By retrieving what children think about their own play, what it entails and the spaces, places, social encounters and social variations central to it, it is possible to sketch out a social geography of children's play that, if not entirely unexpected, does suggest the ‘nature’ of play to be less certain than might commonly be supposed.     

‘In the best interests of the child’: juggling the geography of children's gardens (between adult agendas and children's needs)

This review paper presents literature, particularly in children's geographies, in support of the proposition that the rationales for the current children's garden movement flourishing particularly in the United States, albeit well-intentioned, continue to be dominated by adult discourses acting ‘in the best interests of the child’. The paper concludes that broadening the debate on ‘children and gardens’ through inclusion of research that focuses on children's competence and empowerment offers a different perspective of what children might want from these spaces. This highlights new directions for research on children's gardens which would focus this garden typology more on children's needs than adult agendas, and therefore contribute positively to development of these gardens as sustainable environments for children's learning and enjoyment of nature.     

Struggling with child domestic work: what can a postcolonial perspective offer?

Majority World working children's voices have attained some prominence in debates over their well-being. Many have defended their right to work, challenging Minority World understandings of children's ‘best’ interests. Yet employers' voices remain sidelined, raising questions over the extent to which the discursive and material spaces of children's work have been decolonised. A postcolonial perspective on children's work challenges suggestions that Majority World adults (and societies) need western guidance on how children ought to be raised. It also creates opportunities to look beyond western discourses of economic exploitation, to the potential for more-than-economic relationships between working children and their employers.     

‘A dog who I know quite well’: everyday relationships between children and animals

Adult discourses often represent relationships between children and animals as beneficial for children's psycho-social development or as reflecting a ‘natural’ connection between children and animals. In contrast, this paper draws on recent work in sociology and geography where human–animal relationships are seen as socially situated and where conventional constructions of the human–animal boundary are questioned. Focussing on children's own perspectives on their connections with animals, it is argued that these relationships can also be understood within the social and relational context of children's lives. It is argued that this ‘relational’ orientation to children's relationships with animals might significantly enhance our understanding of children's lives and also open up ways of thinking about the place of animals in children's (and adults') social lives.     

Diasporic dwelling: the poetics of domestic space

This article explores the politics of diasporic dwelling in domestic spaces. Heidegger's concept of ‘dwelling’ is popular in studies of diasporic life as it articulates a sense of belonging in mobility without the problematic connotations of rootedness conjured up by ‘home’. However, the way Heidegger's ‘dwelling’ functions in diasporic contexts is rarely considered, an absence this article seeks to address by exploring the concept in more detail, focusing in particular on ‘the fourfold’ and preservation. This discussion is grounded in the domestic spaces of two Palestinian women living in Britain. Drawing on in-depth interviews, the article explores how these women's houses, and particular spaces within them, enable and constrain their dwelling. I argue for greater attention to be paid to the expansive and integrative capacities of domestic space and demonstrate the need to address houses in their social context and as internally heterogeneous. This article also contributes to ongoing debates about material and symbolic dwelling and diasporic identities that include but also exceed territorialised belonging.     

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’.     

Renegotiating the Primary School: Children's Emotional Geographies of Sport,Exercise and Active Play

The current UK policy concern with children's health has led to primary school practices of sport, exercise and active play aimed, in particular, at constructing children's bodies as ‘healthy’. Qualitative explorations of children's own values and experiences however, reveal that their understandings of sport in school differ considerably from its potential to be healthy, instead emphasising emotional geographies of pleasure and enjoyment. This article aims to develop a better understanding of children's ability to modify and reconstitute discursive corporeal regimes through their own agency, thus highlighting the fluid nature of the primary school as an institution. Adult discourses and children's bodily challenges to these mingle and intersect, creating spaces of competing values and discourses that work to transform and renegotiate the primary school. Although this article focuses particularly on the UK context, the findings will be relevant for any country in which child obesity is of current concern for social and education policy.     

‘So that we don't spoil them’: understanding children's everyday mobility through parents’ affective practices

ABSTRACT

Children's everyday mobility and freedom of movement have been closely linked to parental practices, or what has been referred to as parental ‘mobility permits’ or ‘mobility licences’. Most research tends to focus on parental restrictions, while this article explores the affective practices Swedish middle-class parents use in order to enhance their children's mobility, i.e. how emotions are perceived as enabling parents’ and children's spatial experiences and thus their feelings of safety and security; as well as how emotions are talked of as disabling or disrupting the potential for children's mobility. These affective practices are analysed in relation to the parents’ self-reflexive positioning on a continuum between ‘the helicopter parent’ and ‘the engaged and enabling parent’. The material for the article is comprised of 33 interviews with the children's parents, carried out within a larger ethnographic research project on children's everyday mobility in Sweden.     

‘Home,and not some house’: young people's sensory construction of family relationships in domestic spaces

Drawing on recent work highlighting sensory experience of space, this paper argues that understandings of children's and young people's relationships, including difficult family circumstances, may be enriched by taking greater account of their embodied, sensory experience of the domestic spaces in which these relationships are lived. In a study of young people's family life in the context of parental substance misuse, we found that respondents often made sense of difficult family relationships, at different times and in particular spaces, through sensory experience. They also employed sensory and spatial strategies to construct safe and secure domestic places for themselves.     

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.     

Playing war

This paper argues that war video games are transitional spaces that connect players to the ‘war on terror’. It explores the pervasive influence of militarism in video games and how the US Army is enlisting play as an active force in blurring the distinctions between civilian and soldier. The paper begins by theorizing what exactly it means to ‘play’, and settles on the concept of ‘transitional space’ provided by psychoanalyst Donald Winnicott. It then investigates the ‘military entertainment complex’, an assemblage of institutions and sites that produce military video games for commercial release. Next, the paper looks at the aesthetics of video games, revealing an entrenched colonial logic instrumental for military recruitment and consent. The final section pulls all of this together to argue that video games are transitional spaces instrumental to understanding the everyday geographies of violence, terror, and warfare.     

Crafted within liminal spaces: Young people's everyday politics

This paper examines how high school-aged young people from New Zealand are crafting their everyday political subjectivities within the liminal status and liminal spaces they occupy in society. With a specific focus on schooling and the citizenship education curricula in New Zealand, three vignettes are introduced which examine young people's less reflexive and ‘everyday’ forms of political action in the interstitial liminal space between Public/private, Formal/informal and Macro/micro politics. These vignettes underline how young people's everyday politics were embedded within spatial and relational processes of socialisation with adults within their schools and communities, yet, also showed both agency and resourcefulness with these spaces. Young people's liminal status and occupation of liminal spaces provided them with unique perspectives on social issues (such as bullying, racism, water conservation, and obesity) and enabled them to respond in ways that were ‘different’ to adults' Politics, yet nonetheless showed their political and tactical selves (de Certeau, 1984). A focus on young people's political practices in liminal spaces allows for new possibilities and understandings of the political.     

Stories of fracture and claim for belonging: young migrants' narratives of arrival in Britain

This article brings an anthropological approach to bear on the question of ‘children's voices’ and, particularly, on the stories told by some young migrants about their recent arrival as asylum-seekers in Britain. Young migrants' narratives are examined as situated and self-conscious claims to a certain identity as child refugee. The question of why a particular narrative of ‘arrival in Britain’ was offered by a diverse group of young migrants and asylum seekers is discussed. These stories present a view of their tellers as alone and irreconcilably detached from past lives and relationships. These narrative repertoires as well as their telling draw from and elaborate certain views of the ‘proper refugee child’ that circulate through various regimes of immigration, welfare and emancipatory community work that all involved these young people. An approach to the stories as accomplished as well as situated performances that collapse the ordinary division between stories as ‘facts’ or ‘fictions’ is introduced. In this sense, the ‘children's voices’ heard in this study are recognised as situated and interested products of a research relationship.     

‘They'd only call you a scally if you are poor’: the impact of socio-economic status on children's identities

This article highlights the importance of socio-economic status to children's understandings of their own identity and belonging. It draws on a participatory research project with two groups of children, aged 8–13 years, from different socio-economic backgrounds, in two different geographic locations. It explores how children perceive and understand their own social and economic situations in relation to others. Whilst the children, from both backgrounds, did not regard themselves as rich or poor, they acknowledged social difference through their discussions of ‘chavs’ and ‘posh’ children. The article highlights the importance of place to those children with fewer socio-economic resources. The article confirms the nature and extent of the stigma associated with being relatively poorer, and increases our understanding of a socially divided society through children's eyes. It demonstrates how even young children perceive and experience social divisions, and contributes to a fuller picture of inequality from a child's perspective.     

Shaping childhood risk in post‐conflict rural Northern Ireland

The realities of the ethno‐sectarian conflict have dominated the analysis of social problems within the context of Northern Ireland (NI). As a result of this, issues such as non‐conflict related childhood risk have received less attention than in the remainder of the UK. However, with the rapidly changing agenda of the Peace Process there is now the momentum to take a broader approach to examining Northern Irish society. This paper examines children's own experiences of growing up in rural NI and explores their own and adults' perceptions of the risks that they encounter and the resulting constraints placed on children's activity outside the home. It is evident that the legacy and reproduction of ethno‐sectarian conflict still influences notions of fear and mistrust of ‘an ethno‐sectarian other’. However, as shown within this paper these fears run in parallel with other fears that are constructed around concerns over ‘everyday’ risks that are evident in the range of outdoor play practices reported by the children involved in the study.     

Values and assumptions underpinning policy for children and young people in England

This paper provides an account of current ideas about English childhood that seem to underpin policies ‘for’ children. New Labour values the future adulthood of children more than their childhoods, and stresses children's responsibilities over their rights. Generally, child protection and provision for children has higher status than children's participation. Children are excluded from participation in social life. Traditional psychological formulations remain powerful in their stress on childhood as a preparatory stage of life, where children are socialised into conformity with the norms of social life. However, the last 15 years have seen greater respect for children's own views and experiences, for their rights and for the idea that childhood is socially constructed. But the idea that children are contributors to society is still rarely recognised and they continue to suffer from low social status accordingly.     

The ‘voices’ of children: de‐centring empowering research relations

This paper examines some problematic methodological and ethical issues associated with in‐depth qualitative research with children. The discussion has wider resonance for qualitative studies of young people in ‘rural’ contexts. Particular ethical issues arise when researching with children, which are underpinned by children's relative powerlessness in society. With this in mind, the paper considers substantive strategies to promote ‘empowering research relations’, drawing upon an empirical study with children in primary school spaces. Re‐theorisations of identities and power as fractured, dynamic and contextual, suggest that research is comprised of specific moments or ‘research performances’. It is argued that developing empowering research relations involves negotiating such performances in ways that contest, or transform, dominant societal relations between children and adults. In this paper, I consider some of the specific, embodied performances involved in my research, to expose some of the complexities of power relations and negotiations within space. Bringing to light particular moments emphasises that power relations between children and adults are not reducible to the powerless and the powerful. It is also demonstrated that research performances are influenced and constrained by expectations placed upon adult and child practices in society and institutional spaces, and by researchers' own unconscious reproduction of dominant identities.     

Music in factories: a twentieth-century technique for control of the productive self

This paper discusses the historical use of music to produce more efficient, more committed, industrial workers. First emerging in academia early in the twentieth century, psychological interest in the industrial application of music had grown into a topic of popular interest and government investigation by the 1940s. Catalysed by the need for vast increases in production and the desire to cultivate ‘citizenship’ amongst industrial workers which the Second World War produced, consideration of how music could be employed as an affective soundtrack in factories—to raise employees' work rates, to increase their efficiency, to combat fatigue and boredom, to improve morale, to access and manipulate their emotions and loyalties—became a prominent area of psychological research. This paper examines that psychological research and its largest scale application in the BBC radio show Music While You Work, broadcast daily to millions of British factory workers from 1940 until 1967. The paper focuses particularly on conceptualizations of music's affective power and its utilization to exert ‘emotional control’ over spaces of work and the working self. This paper is centrally concerned with the practice of Music While You Work as a programme broadcasting specifically for factory spaces, and how this confronted the BBC's music policies for a national and domestic audience, impacting on the radical nature of the affective soundtrack to work which was produced.     

The domestic residue: feminist mobility and space in Simryn Gill's art

Feminism, now nearly half a century old, is still fractured by two divisive forms – the desire to emancipate women from masculinist power structures, and the affirmation of woman's sexual difference. However, as Teresa de Lauretis and Gillian Rose argue, for feminism to remain relevant, it must also be attentive to the fluid hegemonic conditions of power, and thus, strive to evolve new ‘forms’, which emphasize feminism's political mobility. Developing this proposition, this article discusses how a new critical feminist mobility may be detected in the work of Sydney-based Malaysian artist Simryn Gill. Born in Singapore in 1959, and hailing from a migrant Punjabi family who first settled in Malaya in the 1920s, Gill constantly travels between her home in Sydney and her family bungalow in Port Dickson, a small coastal town in Malaysia. I will discuss how Gill's feminist perspective may be mapped through the artist's shifting spatial contexts by looking at three spaces – the gallery, the domestic interior and the tropics. Through these spaces, I will explore how the artist occupies the dual roles of ‘woman’ and ‘women’, thus demonstrating the changing and fluid energy of a mobile feminist stance. Gill's art valorizes the domestic sphere as a recurring theme with this subject being central to her self-definition in the public sphere. Yet, her treatment of domesticity is distinct in its furtiveness, a tactic, which I argue, enables a feminist agency that is politically mobile, and capable of engaging issues of gender, sexuality, race, class and citizenship.     

‘Territorialising’ the primary school playground: deconstructing the geography of playtime

UK primary school playgrounds differ in architecture, size and presentation. Some are bleak and empty; others are crammed full of colour and exciting play equipment. Overall, however, the assumption is that it is a dedicated play space that promotes children's social and physical freedom. This paper, using Sack's (1986) notion of ‘territorialisation’, deconstructs the contemporary playground space and examines the spatial strategies invoked by those in charge of playground supervision and management. It also presents the children's territorialisation of the playground and their reactions to, and transgressions of, the adults' spatial control.