Education for what? Shaping the field of climate change education with children and young people as co-researchers

ABSTRACT

Children and young people are often positioned as the next generation of leaders in whom the public imagines or expects to overcome the legacies of climate and environmental inaction. Increasingly analyses of progress in environmental education independently identify the need for researchers and teachers to ‘listen to children’s voices’. In this paper we argue that climate change education presents a significant platform not only for youth voices, but also for a genuine activation of children’s political agency in schools, universities, and the public domain. In so doing, we draw upon the government funded project Climate Change?+?Me, which has involved working with 135 children and young people from across Northern NSW, Australia as co-researchers investigating young people’s voices in climate change. We conclude that climate change education can open up an entirely new field of educational experience and inquiry when it is inclusive of and led by young people.     

‘Building Kachin’: Youth and Everyday Action in one of Myanmar's Ethnic States

In 2011, Myanmar started its political transition after decades of military rule. In Kachin State this coincided with the breaking of a 17‐year ceasefire between the Kachin Independence Organization/Army (KIO/A) and the state army, the Tatmadaw. For youth living in Kachin State, this meant that opportunities for civic and political participation opened up while at the same time their context remained volatile and uncertain. Using citizenship theory and the concept of the ‘everyday’, this article analyses how youth in Kachin State connect the challenges they experience to their sense of citizenship, and how this informs everyday forms of youth action as well as youth participation in policy processes. The article argues that young people act out of moral and political reasons to ‘build Kachin’, in response to deeply historically rooted experiences of discrimination and state repression. While the agency of young people living in conflict settings is often believed to be limited to tactical agency for individual and immediate survival, an analysis of youth's experiences of citizenship shows that they also act strategically to advance the interests of their society.     

The apostle of internationalism: Stephen Duggan and the geopolitics of international education

Stephen Duggan, the educator and director of the Institute of International Education (IIE) between 1919 and 1946, has been described as an ‘apostle of internationalism’. Duggan's work as the director of a new international agency in the co-ordination of educational exchange sought to position the United States of America as the centre of international education. Duggan's writings during this period reflect the articulation of a geographical vocabulary which positioned the United States as a steward of an ‘international’ space of education despite Duggan's continual disparagement of cultural imperialism. This paper explores the geographies of Duggan's discursive rendering of American responsibilities for the security of ‘the international’, the potential for America to act as a beacon of educational exchanges, and as the ‘rational’ space to counteract threats to an imagined American educational hegemony. This outline was shot through with the anxiety of alternative internationalisms and the possibility for education to be used in opposition to the ‘virtuous’ international education proposed by Duggan and his contemporaries. An exploration of Duggan's writing provides a backdrop to the development of international educational agencies in the interwar period as critical technologies of an American geopolitical power.     

‘The right to immobility’ and the uneven distribution of spatial capital: negotiating youth transitions in northern Sweden

‘Successful adulthoods’ are associated with mobile professionals, higher education and cosmopolitan lifestyles. This paper takes an interest in how this discourse is adopted or altered by young people living far away from big cities. Based on interviews in a traditional woodland community in northern Sweden, the study examines how young people in the second and final years of upper secondary school negotiate their transition from education to work. It draws on the two-dimensional concept of ‘spatial capital’. It sheds light firstly on a range of local possibilities underpinned by ‘position capital’, such as proximity to mining districts as well as to educational institutions. These possibilities compete with ‘situation capital’ in the form of young people’s dispositions towards mobility where they consider alternatives in other cities in Sweden and sometimes – although rarely – abroad. I argue that spatial capital is an indication of young people’s habitus, where the geographical marginality of the study location influences perceptions of the future in divergent and sometimes contradictory ways. The paper also problematizes contemporary society’s privileging of mobility, which should be viewed in relation to youth’s perceived ‘right to immobility’.     

Girlhood,participation and empowerment in Tanzania: climbing material and discursive walls

In this paper I reflect upon encounters with ‘young people’s participation’ during ethnographic research on girlhood and sexual agency with teenage girls in Tanzania. I argue that methodology which centralises participants’ experiences is particularly important in research on issues related to sex and sexuality, where young people’s voices are often disregarded or downplayed. However, such an approach might run up against a number of practical challenges. This paper draws on fieldwork conducted in two sites during 2014 and 2015 to show that attention to the networks of relationships within which young people are embedded and the structural conditions which might generate or obstruct sexual agency is essential for research which seeks to promote their meaningful participation.     

Young people’s everyday securities: pre-emptive and pro-active strategies towards ontological security in Scotland

Abstract

This paper uses a framework of ‘ontological security’ to discuss the psychosocial strategies of self-securitisation employed by ethnic and religious minority young people in Scotland. We argue that broad discourses of securitisation are present in the everyday risks and threats that young people encounter. In response and as resistance young people employ pre-emptive and pro-active strategies to preserve ontological security. Yet, these strategies are fraught with ambivalence and contradiction as young people withdraw from social worlds or revert to essentialist positions when negotiating complex fears and anxieties. Drawing on feminist geographies of security the paper presents a multi-scalar empirical analysis of young people’s everyday securities, connecting debates on youth and intimacy-geopolitics with the social and cultural geographies of young people, specifically work that focuses upon young people’s negotiations of racialised, gendered and religious landscapes.     

The student is not the fisherman: temporal displacement of young people's identities in Tanzania

This paper examines how young Tanzanians have their identities as environmental actors displaced into the future by local adults, teachers, educational institutions and teaching materials which seek to educate them about environmental sustainability and conservation. Whilst there has been considerable attention to young people's agency in reproducing their own identities, I argue here that the temporal displacement of young identities operates through a network of interlinked structures which act on young people's lives, including the identity work of young people themselves. Educational material produced by non-governmental organisations and the discursive work of adults both seek to position young people as having agency to act in and make decisions about the environment at an undetermined time in the future. Young people themselves can perform different identities within the space of the school and in the community or family, yet they may also understand their own identities as only having agency at a temporally distant point. The displacement of young identities has important implications for pedagogy which relates to environmental education, and for how the reproduction of young people's identities is conceptualised.     

The Precarity of Young People’s Housing Experiences in a Rural Context

Young people’s housing, economic and labour market circumstances have become increasingly insecure due to the combined effects of the 2007/2008 economic crisis, neoliberal welfare reforms, rising costs of higher education and the shortage of affordable housing. Discussions of young peoples’ experiences in these domains have largely neglected their spatial variability but evidence suggests that young people living in rural parts of the UK have distinctive experiences of housing, which are closely connected to labour markets and educational opportunities. By drawing on qualitative data from young people and housing professionals, this article explores some of these rural distinctions and frames them within theoretical debates about the ‘precariat’. It argues for a more theoretically informed and geographically nuanced understanding of contemporary housing issues as rural youth potentially face greater precarity than their urban peers.     

World Making,Critical Pedagogies,and the Geographical Imagination: Where Youth Work Meets Participatory Research

Renewed interest in the critical geographies of education has raised productive yet under‐examined synergies with reflections taking place among radical youth work and participatory research practitioners. In particular, such intersections point to important ways that the geographical imagination might advance a critical yet creative means of learning through the living material forces of everyday worlds. This paper examines this common ground through a collaborative, London‐based case study exploring young people's sense of home and belonging in the inner‐city. It argues that cross‐overs between the praxis of participatory research and youth work offer generative potential to act alongside young people in the production of autonomous geographical knowledges. Specifically, the case is made for prioritising an imaginative, experiential and intersubjective pedagogical process of “world making”, as an alternative to practices that intervene in, act upon and ultimately “other” the everyday lives of young people.     

International development aid and young people's participation in societal development of the global south

ABSTRACT

International development aid has in recent years sought to strengthen youths’ societal participation by cooperation between international non-governmental organisations (INGOs) and local youth associations. In this paper, we address and conceptualise some of the underlying causes that may enable and/or limit such efforts to support youth participation in the global south. We seek to contribute to the growing literature exploring the multiple scales of young people's political agency. A core argument proposed is that notions of generational relationality, as seen in the case of international development aid targeting youth, must include conceptions of power as a topological relation across space.     

Youth transitions: mobility and the travel intentions of 12–20 year olds,Reading, UK

ABSTRACT

Whilst Western societies may have reached ‘peak car’, young people are arguably the most significant group whose levels of car ownership, use and driving licence acquisition have declined. Against this backdrop, the paper discusses qualitative research conducted in Reading, UK, considering young people’s (aged 12–20) views about bus travel. Whilst current pricing structures (both in Reading and across the UK) often offer under 18s discounted travel, the paper explores young people’s intentions about future travel as young adults. Drawing upon theorisations around youth transitions, we discuss how young people expect their mobility patterns to change as young adults in complex, shifting, fluid ways, and to involve multi-modal travel. Young people construct complex choice biographies through which they plan pathways to navigate these mobility transitions. Although a small-scale study, this paper also offers some insights into the challenges, complexities and limitations of researching mobility intention.     

The Last Stand of Colonialism? The Unofficial Members of the Executive and Legislative Councils and the Sino-British Negotiations Over Hong Kong, 1982–1984

ABSTRACT

As influential leaders in Hong Kong, the Unofficial Members of the Executive and Legislative Council (UMELCO) were arguably the only group of Hong Kong people permitted to take part in the Sino-British negotiations that defined the future of Hong Kong. But almost no studies have explored the broader significance of their participation in the negotiations. Using recently declassified British documents, this article argues that, in the wider history of decolonisation, UMELCO’s petition for British administration belonged to the less noticed voices that called for alternatives to independence. UMELCO’s participation also reveals how the negotiations challenged Hong Kong’s autonomy. Although governors at times advocated Hong Kong’s interests vis-a-vis London, the governor’s autonomy during the negotiations was restricted, so the appeal of UMELCO was further weakened. Although UMELCO wanted to preserve the existing system, their actions inadvertently boosted the rise of ‘Hong Kong people’ as an idea and encouraged local people to demand more democracy. The structure of ExCo, LegCo and the government was mostly inherited by post-1997 Hong Kong, while some of UMELCO shifted to the Chinese side, suggesting the irony that a supposedly anti-colonial China lived with a state that came largely from colonial rule.     

Learning to belong? ‘Culture’ and ‘place making’ among children and young people in Hull,UK City of Culture 2017

ABSTRACT

Despite the rise of ‘child-friendly cities’ internationally, and a growing interest in youth engagement in urban planning, the role of children and young people in culture-led regeneration and ‘place making’ schemes, remains under-researched. Notwithstanding the wealth of research into childhood and youth cultures, little is known about the ways in which the abstract (and perhaps predominantly ‘adult’) notions of ‘culture’ and ‘place’ are negotiated by younger citizens. Drawing on participative research with schools across Hull, the UK City of Culture 2017, this contribution explores children’s and young people’s understandings of culture and place within this cultural regeneration event. Although our findings suggest that the City of Culture designation has brought benefits to children and young people in a marginalised city, there is still much to be learned from their often personal and informal interpretations of ‘place’ and ‘culture’, as well as the role played by schools in this context.     

Young people,place and devolved politics: perceived scale(s) of political concerns among under 18s living in Wales

Despite clear linkages between conceptualisations and perceptions of politics, society, culture and territorial rescaling, research into young people’s political engagement, participation and representation is underrepresented in the field of social and cultural geography. Here the gap is addressed using perceptions of devolved politics, as a form of territorial rescaling, among young people living in Wales. Specifically, it shows the geographical scales at which young people locate their political concerns and where responsibility for these concerns is perceived to lie, with a focus on the National Assembly for Wales and the Welsh Government. This is a key contribution to our understanding of the role devolution plays in youth political engagement in the light of the following: the relative infancy of the devolved U.K. institutions; their asymmetrical development and increasing divergences; the growing variation in turnout among young people for different types of election and referenda; and the lack of research examining the youth engagement dimension of Welsh devolution as a political, social and cultural process of territorial rescaling in the U.K. The paper concludes with a critique of the notion that devolution poses a ‘politics of hope’ for youth political engagement in Wales, a very different picture to Scotland.     

The performance of youth voice on the airwaves

ABSTRACT

This paper uses the case study of a youth-led community radio station, KCC Live, to argue that community radio is not a cure-all solution for disenfranchised and silenced young people. Drawing on 18 months of participant observation at KCC Live and data from in-depth interviews with volunteers, I argue that, owing to institutional constraints by station management; college management; and the regulatory body Ofcom, young people consider the airwaves to be a supervised, as opposed to emancipatory, arena. However, in attempting to combat the restricting nature of the airwaves, young people find new, performative ways to communicate. This paper provides empirical evidence which goes beyond previous simplistic conceptualisations of voice in youth media production and argues that romanticised notions of youth voice preclude performance and creativity. This paper offers an important contribution to children’s geographies in finding that pretend play, characterised by performance, can be considered a ‘life-span activity’.     

‘If you can't beat them,be them!’ – everyday experiences and ‘performative agency’ among undocumented migrant youth in South Africa

ABSTRACT

This article explores the challenges and coping strategies of undocumented migrant youth in Cape Town, South Africa. Drawing on a theatre-based case study conducted with a core group of 10 participants the article shows firstly that participants’ lives are affected by emotional, legal and practical challenges such as loneliness, discrimination and fear. Secondly, the article develops the concept of ‘performative agency’ to illustrate how participants cope with and contest their challenges. Specifically, the article shows that the young people's theatrical performances draw on stereotypical notions of vulnerability and victimhood as a means to denounce the discrimination and oppression they experience. In public interactions with others, by contrast, the young migrants use performative agency to emphasise their strengths and positive attributes, thereby enhancing their integration in a hostile environment. The insights provided by this study can help strengthen policy responses to better support undocumented migrant youth in South Africa and elsewhere.     

Youth aspirations and employment in provincial Indonesia: a view from the lower middle classes

ABSTRACT

Demographically and geographically, lower middle class youth occupy an ambiguous position in Indonesian society, embodying elements of both privilege and marginality. Drawing on interviews and 16 months of ethnographic fieldwork conducted between 2008 and 2013, this article considers how an emerging provincial middle class seeks to make good on the promises of an expanding higher education system and proliferation of globalised youth cultures. I examine the capacity and limits of higher education in facilitating young people’s aspirations for youth lifestyles, jobs and the future in a regional labour market with high levels of youth underemployment and informality. Young people’s aspirations for employment and middle class standards of living are mitigated by their responsibilities towards their families and difficulties to establish the social connections needed to access jobs and opportunities. Faced with limited upward mobility, class as an aspirational category rather than everyday reality underpins young people’s claims about the good life.     

Securing disunion: Young people's nationalism,identities and (in)securities in the campaign for an independent Scotland

This paper explores ethnic and religious minority youth perspectives of security and nationalism in Scotland during the independence campaign in 2014. We discuss how young people co-construct narratives of Scottish nationalism alongside minority ethnic and faith identities in order to feel secure. By critically combining literature from feminist geopolitics, international relations (IR) and children's emotional geographies, we employ the concept of ‘ontological security’. The paper departs from state-centric approaches to security to explore the relational entanglements between geopolitical discourses and the ontological security of young people living through a moment of political change. We examine how everyday encounters with difference can reflect broader geopolitical narratives of security and insecurity, which subsequently trouble notions of ‘multicultural nationalism’ in Scotland and demonstrate ways that youth ‘securitize the self’ (Kinnvall, 2004). The paper responds to calls for empirical analyses of youth perspectives on nationalism and security (Benwell, 2016) and on the nexus between security and emotional subjectivity in critical geopolitics (Pain, 2009, Shaw et al., 2014). Funded by the Arts and Humanities Research Council (AHRC), this paper draws on focus group and interview data from 382 ethnic and religious minority young people in Scotland collected over the 12-month period of the campaign.     

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.     

Opportunities,challenges, and transitions: educational aspirations of Pakistani migrant youth in Hong Kong

ABSTRACT

Through the experiences of Pakistani-migrant families in Hong Kong, this paper explores ethnic minority students’ aspirations for education, work and the future in a context where education is highly valued but also extremely competitive. The first part depicts how Pakistani youth and their parents articulate their aspirations and opportunities and investigates the sociopolitical changes in education that are creating new opportunities for young Pakistani students. The second part considers the challenges from the larger Hong Kong society and within the Pakistani community that may hamper aspirations. The last part examines transitions and promises and the ways Pakistani youth negotiate for better futures. This article delineates the intertwining dynamics of cultural consensus, cultural dissonance and children's agency as the youth navigate the terrain of education and career.