Girls’ perspectives on the ideal school playground experience: an exploratory study of four Australian primary schools

ABSTRACT

Based on research conducted as part of the Sydney Playground Project, this paper provides an exploratory investigation of the perspectives of girls relating to the ideal school playground experience, and whether their perspectives are influenced by a loose-parts playground intervention. The focus is on the play behaviours of 22 girls aged 8–10 years, from the perspective that school playgrounds are generally designed in ways that are more suited to the play behaviours of boys. The research is based on a qualitative analysis of children’s drawings, interviews and focus groups, exploring meanings associated with desired play experiences. Findings indicate that girls’ views of the ideal school playground are influenced by the geographies of the spaces they play in, and that girls highly valued changes provided by a loose-parts intervention.     

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.     

Introduction to “Binary Binds”: Deconstructing Sex and Gender Dichotomies in Archaeological Practice

Gender archaeology has made significant strides toward deconstructing the hegemony of binary categorizations. Challenging dichotomies such as man/woman, sex/gender, and biology/culture, approaches informed by poststructuralist, feminist, and queer theories have moved beyond essentialist and universalist identity constructs to more nuanced configurations. Despite the theoretical emphasis on context, multiplicity, and fluidity, binary starting points continue to streamline the spectrum of variability that is recognized, often reproducing normative assumptions in the evidence. The contributors to this special issue confront how sex, gender, and sexuality categories condition analytical visibility, aiming to develop approaches that respond to the complexity of theory in archaeological practice. The papers push the ontological and epistemological boundaries of bodies, personhood, and archaeological possibility, challenging a priori assumptions that contain how sex, gender, and sexuality categories are constituted and related to each other. Foregrounding intersectional approaches that engage with ambiguity, variability, and difference, this special issue seeks to “de-contain” categories, assumptions, and practices from “binding” our analytical gaze toward only certain kinds of persons and knowledges, in interpretations of the past and practices in the present.     

Patterns and Laughter in Euripides’ Helen ∗

An examination of Euripides’ use of traditional stories in composing two remarkably similar plays of his, IT and Helena. In the first he draws on that of Troas and Hypsipyle, in the second on that of Odysseus’ return to Penelope. I suggest that the two plays, along with the now fragmentary Andromeda, formed a single trilogy, produced in 412 BC, just after the Athenian defeat at Syracuse, which seems to have influenced the mood of the two surviving plays.     

Estimating Migration Flows from Birthplace‐Specific Population Stocks of Infants

When adequate data on migration are unavailable, demographers infer such data indirectly, usually by turning to residual methods of estimating net migration. This paper sets out and illustrates an inferential method that uses population totals in the first age group of birthplace‐specific counts of residents in each region of a multiregional system to indirectly infer the entire age schedule of directional age‐specific migration flows. Specifically, it uses an estimate of infant migration that is afforded by a count of infants enumerated in a region other than their region of birth to infer all other age‐specific migration flows. Since infants migrate with their parents, the migration propensities of both are correlated, and the general stability of the age profiles of migration schedules then allows the association to be extended to all other age groups.