‘You said “home” but we don’t have a house’ – children’s lived rights and politics in an asylum centre in Sweden

ABSTRACT

This study explores children’s lived rights and articulated politics in the context of housing underpinned by their lived experiences in an asylum centre in Sweden. The findings reveal a discrepancy between the children’s articulated standpoints, where well-being is connected to having a home, and their lived experiences of lacking conditions for both house and home at the asylum centre. This discrepancy enables demonstration of the children’s articulated politics, as they criticize conditions, practices and relational aspects they experience as constraining their well-being at the asylum centre. Thereby, the children themselves identify the structural denial of their right to conditions for well-being and adequate housing. They also express what conditions for well-being should be accessible to them, which is interpreted here as their making rights claims when their formal rights are not fulfilled.     

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.     

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.     

Symposium ‘exploring the (multiple) futures of world politics through popular culture’

ABSTRACT

Bringing popular culture and world politics together yields multiple advantages, including shifting where the ‘political’ is located and expanding conventional understandings of policy and policy communities. It matters that researchers expand what is considered necessary for understanding the socio-political world, that they challenge hierarchical assumptions of where world politics happens and that they reconsider what and whose knowledge counts. Taking popular culture seriously ‘creates new spaces for critical reflection’ (Federica Caso and Caitlin Hamilton [2015]. Popular Culture and World Politics: Theories, Methods, Pedagogies. Bristol: E-International Relations, 2), spaces to which this Symposium contributes directly.     

‘Like it,don’t like it,you have to like it’: children’s emotional responses to the absence of transnational migrant parents in Lombok,Indonesia

ABSTRACT

This article explores the experiences and emotions of children in rural East Lombok, Indonesia, who stay behind with relatives or neighbours while their parents leave the country for work. The article contributes to recent scholarship of children’s experiences of transnational migration in Southeast Asia by drawing out the complex emotions of children who stay behind. Based on research conducted in four ‘sending’ villages, the article describes children’s lived experiences of their parent’s transnational migration, and their intense feelings that whether they ‘like it or don’t like it’, they have no choice but to acquiesce to their parents’ long, often indeterminate absences. The research suggests that stay-behind children are entangled in community anxieties pervading the emotional economy of transnational migration, including the embodied emotion of shame (malu) which shapes children’s responses to parental absence. By focusing on children’s own views and experiences, we contribute to growing debates about the implications of migration for children’s rights and well-being in Southeast Asia.     

‘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.     

Domestic Secrets: women and property in Sweden, 1600–1857

This article explores and analyses narratives in social report-books in the context of structural rationalization during the 1960s and 1970s in Sweden, which entailed large movements of people both in Sweden and Finland (as it did in other countries of Western Europe). The characteristics of the report-books are that they claim to depict the truth and to give voices to marginalized people with the aim to contribute to social change. The analysis dwells not only on the content of the books, but also on the narrative techniques employed. It is discussed how the authors were tied to their political context and the general discourse of social critique in their rendering of voices. The main questions of this article are: whose voices were paid attention to and how was home narrated and represented?

One kind of narrative content links home attachment to roots in a rural context, where home centres on reproduction of families, territorial claims and nature hugging. It is established through rhetoric of nature and timelessness, fathers passing inheritance on to their sons and a desire for a non-alienated existence in an archaic landscape. The narrative techniques used are based on an invisible narrator and on a travel narration with questions and answers. It is mainly male voices that are paid attention to. Female voices are to some extent heard but marginalized. Female bodily practices and habits are connected to positions as wives and daughters. The fisherman, the hunter, the woodlander and the farmer, are (re)presented as threatened male positions and therefore male bodies will in a near future be out of place. These narratives are framed by a patriarchal discourse where bodies are naturalized and made straight.

Quite another kind of narrative content is forward-looking, dealing with voices in a suburban context. The montage as a narrative technique is systematically used there, combining text and image. The didactic montage is intended to be educational, to enlighten people with the aid of pointers. This calls for activity on the part of the reader/observer, who is supposed to be given the impression of having interpreted the meanings independently. It is based on consciousness-raising as a feminist method for change. This narrative of home is about societal participation and resenting and resisting patriarchal distinctions such as public/private. It is framed by a feminist discourse where bodies are denaturalized and orientated at finding space for the displaced body to expand.     

Kids,raccoons, and roos: awkward encounters and mixed affects

Within the Western cultural imaginary, child–animal relations are characteristically invoked with fond nostalgia and sentimentality. They are often represented as natural and innocent relations, thick with infantilizing and anthropomorphizing ‘cute’ emotions. Our multispecies ethnographic research – which is conducted in the everyday, lived common worlds of Australian and Canadian children and animals – reveals a very different political and emotional landscape. We find these embodied child–animal relations to be non-innocently entangled, fraught, and messy. In this article, we focus on some awkward encounters of mixed affect when kids and raccoons co-inhabit an urban forest setting in Vancouver, and when kids and kangaroos bodily encounter each other in a bush setting in Canberra. We trace the imbroglio of child–animal curiosities, warinesses, risks, inconveniences, revulsions, attachments, and confrontations at these sites as generative of new ethical logics.     

Performing curiosity: re-viewing women’s domestic embroidery in seventeenth-century England

For many in seventeenth-century England, curiosity became an intellectual and physical means of exploring natural and artificial wonders and categorising tangible and intangible things. For well-off Englishwomen, “curious work” had a more specific meaning. It described a specific type of pictorial, decorative embroidery, usually learnt in school and practised in the home, possessing moral agency and functioning as an indicator of status and wealth. Although recognised for their exuberant use of extravagant materials, these embroideries have proved challenging to appreciate and understand. This paper re-situates these “curious works”, placing them within the changing concept and practice of curiosity in early modern England by using an object-based evidence approach combined with an historical archaeology methodology. Viewing these artefacts through the “lens of curiosity” provides a new perspective on these embroideries as the outcome of the performance of the feminine curiosity and thus the equivalent to the masculine project of curiosity.     

Displacement,memory and home(less) identities: Turkish Cypriot women’s narratives

Abstract

This study is an analysis of the narratives of Turkish Cypriot women in the north of Cyprus who were displaced during the ethnic conflict between the 1950s and 1974. We have conducted 21 interviews with Turkish Cypriot women who were living in different parts of Northern Cyprus. We used oral history, both as a method and as an epistemological stance to re-phrase the near past of Cyprus and the Cyprus issue from the perspective of gender/women’s studies. The study follows the traces of modernity, patriarchy, and nationalism in women’s narratives, about the place, home, belonging and homelessness. The narratives describe Turkish Cypriot women’s experiences of being a woman in conflict and displacement (‘göçmen olmak’ in daily talk in Turkish) making a home out of a house and undertaking daily routines for their families. The study also reveals that ethnic conflict and displacement have empowered women to a certain degree.     

Disabilities,urban natures and children’s outdoor play

Normative, widely circulated discourses about the value of outdoor, natural play for children overwhelmingly marginalize the experiences of families with disabled children, who can often experience outdoor/natural play as a site of hard work, heartache, dread, resignation and inadequacy. This paper presents findings from research with 60 North London families with children aged 5–16 who have a statutory ‘Statement of Special Needs’. Focusing on these families’ experiences of visiting designated, newly refurbished accessible natural play-spaces in two local country parks, the paper highlights: (i) the multiple, compound social-material ‘barriers to fun’ encountered in these spaces; (ii) the profound emotional-affective impacts of such barriers, most notably in terms of feelings of ‘resignation’ and ‘dread’; (iii) parents’/carers’ sadness occasioned by perceived ‘failures’ to ‘live up to’ normative ideals of parenting and family engagement with outdoor play and urban natures; (iv) nevertheless, the possibility of moments of family joy, love and ‘special’ time, afforded via families’ ‘hard work’ and ‘keeping going through hard times’. Through an engagement with recent conceptualizations of everyday geographies of disabilities, the paper suggests that these qualitative experiences complicate some chief, normative ways of knowing outdoor play, urban natures and barriers to accessibility.     

Children’s independent mobility: the role of school-based social capital

ABSTRACT

Research has documented the decline in children’s independent mobility (CIM) globally. CIM is a measure of the level of a child’s freedom to move about his or her local neighbourhood without direct adult supervision. This paper explores the effectiveness of three intervention programmes to change travel behaviours of children to and from school in 26 Catholic primary schools in a range of urban and regional settings in Victoria, Australia. Using pre and post intervention surveys with 1600 students and parents, and interviews with school principals, we measured the influence of a range of individual, social, and built environment factors on the effectiveness of these intervention programmes. The degree of social connectedness of the school and the individual was found to have the most impact on the effectiveness of the intervention programmes to change behaviours, while the interventions themselves were not greatly effective without being embedded in a supportive school culture.     

Children’s museums as cultural development strategies for urban revitalization

Cities have increasingly invested in cultural institutions in hopes of revitalizing their urban centers. Critical of the value of these expenditures, scholars have called for an examination of the various types of cultural institutions in which cities have invested, to determine whether they are capable of simultaneously serving the economic, physical, and social goals of urban revitalization. In response to that call, I examine whether the children’s museum, a distinct type of cultural investment, is able to provide this range of public benefit. To do so, I draw on secondary sources to examine the origins, development, and current practices of children’s museum and present an illustrative example of a children’s museum that is intended to serve as a catalyst for urban revitalization in a small city in the USA. I contend that children’s museums are worthy recipients of public funding because they are simultaneously able to address these diverse agendas.