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.     

Virtual Geographies and the Use of the Internet for Learning and Teaching Geography in Higher Education

Despite the plethora of teaching materials that are available on the Internet to enhance geography higher education, few assessments of the effectiveness of these materials exist. This symposium collects papers that provide guidelines for using the Internet effectively for teaching geography. Students must learn how to use the Internet effectively to promote learning; instructors need to learn how to use the Internet effectively to promote good practice in higher education; instructors need to learn how to use the Internet effectively to enhance learning; and higher educators need to learn how to use the Internet effectively not only in traditional classroom settings, but in new, non-traditional settings such as those used for distance learning. These papers provide some assessment of these various aspects of using the Internet for teaching geography in higher education.     

Strengthening Minds and Bodies Within the French School System. Physical Education for Boys and Girls Between 1936 and 1950

Physical education has been compulsory in France since 1880. Between 1936 and 1950, expansion intensified and extensive changes were made to course content. This article assesses the ramifications of these choices through an in-depth study of four variables that defined its instruction. Even if priority was given to generalisation and equal access to knowledge, research revealed an upsurge in the fight against real or presumed student vulnerability. At the time, a strong consensus emerged with the commitment to fight frailty. This was all the more the case for young girls as they belonged to a specific group with respect to their physical make-up. The school system stressed the relevance of instruction adapted to girls even if emphasis was placed on the cultural aspect of sport content. The pedagogical programmes put into effect for youths based on these guidelines confirmed this trend. This situation raised concerns as to the role of the school system in the development of social stereotypes through a discipline that would become the focus of the French education system.     

The Crisis of the “Disadvantaged Child”: Poverty Research,IQ, and Muppet Diplomacy in the 1960s

In the early 1960s, the US federal government deemed poverty to be a national crisis, and actively intervened to solve this problem. My question for this article is how did preschool education become a key site to remedy this crisis? Government interventions were a combination of poverty research, racialized politics, and child development. I show how the discipline of early childhood education cohered around the term “disadvantaged child”, in turn influencing the War on Poverty policies, including the basis of Head Start preschool education. During this same decade proponents of Sesame Street—with private funding, along with extensive testing mechanisms by consultants—argued that the television could reach more children, therefore be more cost effective. This paper investigates how surplus populations became determined and demarcated, as early as three years old. I question how televised preschool taught “affective skills” and proper social relations during times of political crisis.     

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.     

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!     

Growing up in a Carolingian monastery: Magister Hildemar and his oblates

The monastic Rules of the early middle ages make it quite clear that the monasteries of this period were populated by a mixed community of adults and children. The Carolingian commentaries, and especially the so-called Hildemar commentary on the Rule of St Benedict, provide detailed information on the education and upbringing of the children who lived in the monasteries. We learn from Hildemar that they were subjected to constant supervision and diligent care. For this reason they were set apart from the adult monks. However, in spite of their separation, they were still full members of the community, who participated in all the activities of monastic life. Apparently Hildemar preferred to recruit new members for his community when they were very young. This was the result of a new development in monastic life: in the Carolingian period a growing number of monks were admitted to the priesthood. Hildemar considered the children who were raised in the monasteries to be eminently suitable for ordination. They were trained to be the future intellectual and moral elite of the community.     

NEIGHBORHOOD EFFECTS AND PARENTAL INVOLVEMENT IN THE INTERGENERATIONAL TRANSMISSION OF EDUCATION*

ABSTRACT We analyze the intergenerational transmission of education focusing on the interplay between family and neighborhood effects. We develop a theoretical model suggesting that both neighborhood quality and parental effort are of importance for the education attained by children. This model proposes a mechanism explaining why and how they are of importance, distinguishing between high‐ and low‐educated parents. We then bring this model to the data using a longitudinal dataset in Britain. The available information on social housing in big cities allows us to identify the role of neighborhood in educational outcomes. We find that the better the quality of the neighborhood, the higher is the parents' involvement in their children's education. A novel finding with respect to previous U.S. studies is that family is of importance for children with highly educated parents while it is the community that is crucial for the educational achievement of children from low‐educated families.     

‘A separate people’? Some directions for comparative research on medieval women

Research to date has often positioned women of minority cultures as a separate group. They were, in many cases, twice removed — both from the men in their communities and from the majority communities within which they lived. This essay discusses the benefits of including these women, both as separate groups and as part of cross cultural comparison and points to the possible contribution of such studies. In the three parts of this article I propose different strategies for studying minority and majority women using examples from the sources on Jews in medieval Europe. In the first section, the article explores how to learn from similarities and differences between majority and minority practices, focusing on wet-nursing practices and medical care. The second part of the article proposes examining how ordinary people themselves perceived the ‘religiousness’ of certain everyday practices and set their own boundaries to what they were and were not willing to do. In this case, I suggest that more attention be paid to the way medieval women (and men) turned daily actions into religious proclamations and how in some cases they involved members of other religions in what seem to be internal affairs. This, in turn, leads to a final, larger comparative question taken up in the final part of the article: how do the larger trajectories of transformations in women's roles and rights compare across different religious cultural traditions.     

Rewilding education? Exploring an imagined and experienced outdoor learning space

ABSTRACT

This paper follows the progress of a small rural primary school in the UK as it goes about cultivating a new vision of the future by transforming its outdoor spaces. Exploring the significance of these outdoor spaces as they are imagined, made and experienced, from the first design stages to the first days of use, the paper considers how feelings about children’s access to and engagement with nature are entangled with cultures of protection and surveillance. Using observations from a multimodal ethnography, including video tours and photography workshops alongside observant participation and interviews, the paper illustrates how, in practical terms, changing an educational landscape can also shift a school culture, giving children greater freedom outdoors to live, learn and grow together.     

‘A separate people’? Some directions for comparative research on medieval women

Research to date has often positioned women of minority cultures as a separate group. They were, in many cases, twice removed — both from the men in their communities and from the majority communities within which they lived. This essay discusses the benefits of including these women, both as separate groups and as part of cross cultural comparison and points to the possible contribution of such studies. In the three parts of this article I propose different strategies for studying minority and majority women using examples from the sources on Jews in medieval Europe. In the first section, the article explores how to learn from similarities and differences between majority and minority practices, focusing on wet-nursing practices and medical care. The second part of the article proposes examining how ordinary people themselves perceived the ‘religiousness’ of certain everyday practices and set their own boundaries to what they were and were not willing to do. In this case, I suggest that more attention be paid to the way medieval women (and men) turned daily actions into religious proclamations and how in some cases they involved members of other religions in what seem to be internal affairs. This, in turn, leads to a final, larger comparative question taken up in the final part of the article: how do the larger trajectories of transformations in women's roles and rights compare across different religious cultural traditions.     

The Potential of e-Learning to Address the Needs of Out-of-School Youth in the Philippines

This paper reports on the findings of focus group discussions designed to explore the learning and skills-based needs of out-of-school youth in the Philippines, particularly addressing their reasons for leaving school, their current activities and employment, how they acquire skills and knowledge, what they want to learn about, their use of Information and Communication Technologies, and their future employment plans. It was undertaken in the context of the development of a programme of e-learning through ICT Centres to be delivered in support of the country's 5 million out-of-school youth.     

Practical Hagiography: James of Voragine’s Sermones and Vita on St Margaret of Antioch

Abstract

In addition to his exceedingly popular Legenda Aurea, James of Voragine wrote in another hagiographical genre: sermons on the saints. The Sermones de sanctis likewise became immediately popular, as his Dominican brothers used James’s model sermons to learn to preach about the saints in a format that would provide the laity with intelligible and practical theological instruction. James’s corpus gives us a rather unusual opportunity to compare the ways in which a single author manipulates multiple hagiographical genres, and his writings on St Margaret of Antioch allow us to explore how a medieval preacher used a historically disputed saint — a dragon-fighter — to provide a practical model of sanctity to his lay audience. I compare the representations of Margaret in James’s sermones and vita, arguing that James adapted certain features of Margaret’s saintly example in the vita to instruct the audience of his sermons about proper Christian virtues and actions. As a point of comparison, I explore a sermon by Évrard of Val des Écoliers in which the Augustinian teaches his audience a practical skill — how to pray — through Margaret’s example.     

Interviewing with Children in their Homes: Putting Ethical Principles into Practice and Developing Flexible Techniques

Children-focussed geographers have begun to move beyond highlighting ethical problems that may occur when researching with children, instead focusing on the development of successful research strategies. This piece is intended to contribute to this work in two ways. Firstly, I reflect critically on how ethical guidelines were put into practice during a migration research project which involved interviewing children in their homes. In relation to researching with children, conversations concerning ethical issues such as access, gatekeeping, informed consent, payment, confidentiality and disclosure are not new. However, putting ethical principles into practice is rarely straightforward and requires further discussion. Secondly, I evaluate the practical, flexible techniques that I developed to try to ensure successful interviewing with children in their homes and emphasise the need for further discussions of this kind.     

The morality of transnationalism: children of Ukrainian labor migrants write about migration,homeland and abroad

Ukraine has experienced a wave of labor migration after the dissolution of the Soviet Union. A large number of Ukrainian children have been directly affected as they grow up in transnational households with one or both parents working abroad. In this article, I aim to describe how Ukrainian children and youth conceptualize migration, homeland and abroad in a context of societal, economic and political change. The analysis is mainly based on a qualitative reading of 143 texts written by Ukrainian children. I argue that Ukrainian children and youth place homeland and abroad on a moral map of belonging, and that migration is conceptualized within such a framework as a morally ambiguous movement.     

Whose space is it anyway? Learning about space to make space to learn

The significance of the environment in which children learn has long been recognised as one of the key elements that can have an influence on the experience and success of education. Usually understood from an adult perspective, here children’s views are interpreted on the educational space that was designed for them. These perspectives are illustrated through using Lefebvre’s Triad model. This includes the perceived, conceived and lived spaces, including the added dimension of time interpreted through an educational lens. The data demonstrates the value of children’s renegotiation of functional space through visual narratives. Deeper understanding of the uniqueness of individual children’s experiences offers opportunities to re-examine the space in alternate ways, which Lefebvre’s model has facilitated. Whilst recognising that the school space needs to be functional, the negotiation of space with children can be approached creatively and still support unique yet diverse pathways to learning.     

Multiple environments: South Indian children’s environmental subjectivities in formation

This article explores the formation of South Indian children’s (11–15 years old) environmental subjectivities based on five months of qualitative fieldwork with children in their school and non-school lives. By doing so, this paper aims to widen the scope of the existing literature on children’s environmental subjectivities, which so far focused on separate aspects of children’s lives such as environmental education, social relations or children’s life courses. To do so, I use [Bourdieu, P. 1990. The Logic of Practice. Cambridge, UK: Polity Press] concepts of field, habitus and cultural capital along with a non-teleological notion of environmental subjectivity and insights from wider geographical literature on the formation of subjectivities. The paper shows how children’s environmental subjectivities are constituted by and partially constitute the material environments and fields in which children live, their cultural capital and habitus, their movements through their life course and their environments and a wide range of practices through which children experience their environments.     

HOW CHILDREN PLACE THEMSELVES AND OTHERS IN LOCAL SPACE

This study examines the ways in which children aged 11 to 15 in six adjacent neighbourhoods in a medium-sized Swedish town place themselves and others in local space. Special attention is given to how they discuss a neighbourhood stigmatized in the public discourse and how children who live in this neighbourhood react to the negative representations of the place in which they live. The study is based on group interviews and maps. The study shows that children construct representations of their own neighbourhoods as "quiet" neighbourhoods and place objects of "trouble" and "danger" somewhere else. It is argued that this is done both in relation to their personal knowledge of the neighbourhood and in relation to local and/or media representations of their own and other neighbourhoods. It is shown that the children are influenced by media representations of a stigmatized neighbourhood, but also that they are not passive reproducers of these discourses and that some of them are able to offer counter-discourses. The children living in this neighbourhood experience difficulties in defending it as the quiet place which they perceive it to be to outsiders because of the negative discourses.     

Now that's Controversial! Tracing the Influence of Policy Discourses on History Education Reform in the Balkans

In this article, I bring an ethnographic lens to untangling the influence of policy discourses on civil society-initiated projects of history education reform in the Balkans. Drawing on data from a multi-sited project conducted amongst historians, teachers, and NGO personnel, I ask: what are the dominant discourses that impact civil society-initiated efforts to promote history education reform, and how are these discourses made authoritative? How does policy act to organize the work of this cluster of actors, and what kinds of responses does it provoke? While educational policy discourses and their impacts are varied, I argue that such discourses can be profitably viewed as technologies of governance deployed in the service of post-national citizenship formation. In analysing behaviours of “complaisance”, how “competencies” emerge as a slippery signifier whose expansive meaning was exploited to multiple ends, and how the demands of post-national citizenship can, and sometimes do, detract from the goal of addressing controversial history, I map the field of possibilities in which my interlocutors found themselves, and highlight how they navigated their positions as mediators of particular, shifting, social worlds.     

‘I Could Eat My Baby to Bits’; passion and desire in lesbian mother–children love

Mother–children love and adult–sexual love tend to be differentiated by the absence/presence of passion and desire. In the course of my research on lesbian parent families, the artificiality of this distinction has become transparent. In attempting to describe ‘mother love’ mothers said repeatedly they loved their children ‘to bits’, wanting to ‘eat them up’, feeling ‘utterly passionate’ towards them. This challenges the traditional sexual–sexless boundaries between parents and children. The intensity of ‘maternal love’ often means that mother–child intimacy becomes a site of delicate negotiations between desire and love. The legal–moral boundaries that are invoked prohibit intergenerational desire, upholding the incest taboos that dominate Western culture. However the construction of these boundaries neither stop adult–child ‘border skirmishes’ nor quash children's ‘natural’ exploration of their sexuality. I explore how bodies and bodily boundaries are used to manage sexuality and desire in families. I consider how mothers negotiate their way through the contradictions of mother–children love, incorporating the passion and desire of this love. I suggest mothers' acknowledgment of their passion does not mean that ‘maternal love’ is potentially sexual/incestuous, but instead questions its conceptual framing. I suggest that future research on mother–children love might usefully look outside the traditional discourses used to describe and delineate love, towards ones that incorporate non‐sexual desire.