‘What about my voice’: emancipating the voices of children with disabilities through participant-centred methods

Children with diverse physical, communication and/or cognitive impairments are often overlooked as active research participants. This paper challenges and lays bare norms and constructs, such as ableism and adultism, which lead to children with disabilities being left out or researched by-proxy. Additionally, the paper contests these constructs through discussing and presenting participant-centred research methods that seeks to enable children’s involvement and establish them as legitimate research participants. The application of these methods in children geography studies is illustrated through the author’s own use of creative methods of activity-based interviews and co-construction narration with older children with various physical/neurological impairments. Overall, the aim of the paper is to bridge some gaps, dispel assumptions and inspire researchers with additional ways of conceptualising and approaching research with children with disabilities, since the inclusion of all children in research rests with researchers and their understanding and use of appropriate research methods.     

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.     

Children’s citizenly participation in the National Revolution: the instrumentalization of children in Vichy France

Children held a privileged place in Vichy France. They became the subjects and objects of a vigorous propaganda which recognized their ability to contribute to the National Revolution. This article discusses three ways in which children were instrumentalized by the regime, showing their reciprocal engagement with it, which is understood as ‘citizenly’ behaviour. First, drawn into the maréchaliste leadership cult, they were used to embed the values of the regime. Second, children’s compassion was co-opted in various campaigns which contributed to national(ist) solidarity. Third, they engaged with a gendered duty to national population growth, now and in the future. The article uses ‘public’ written sources (for example, letters and essays sent to Marshal Pétain and thus archived in public collections, not diaries or drawings for private eyes, in private hands) produced by children. Although it recognizes these as epistemologically unstable, such sources present opportunities for understanding elements of children’s agency, which is seen in conformity as well as dissent. By recognizing children as historical actors, we can identify them as ‘beings’ active in their own lives, and not just adults-in-waiting.     

Understanding children’s neighbourhood destinations: presenting the Kids-PoND framework

ABSTRACT

Children interact with and are greatly affected by their neighbourhoods. This research aims to understand the places children go in their neighbourhood and their perceptions of them. A child-centred approach was used to map destinations and ask open-ended survey questions, using Maptionnaire (a public participation geographic information system (PPGIS) mapping software). Overall, 1102 children aged 7–13 years, from 19 schools in Auckland, New Zealand participated. PPGIS destinations were mapped with parks, unhealthy food outlets and advertising to contextualise children’s neighbourhood destinations. We developed and present here the Kids-PoND (Kids- Perceptions of Neighbourhood Destinations) framework for understanding children’s perceptions and use of neighbourhood destinations. We found parks with a variety of options for active play and socialisation are important to children as are shops where children consumed unhealthy food and drink. Our findings have implications for public health, town planning, children and their parents and schools.     

Mothers,communities and the scale of difference

Only recently did geographic concern turn to why and how, and when and where political identities are reproduced but, as yet, our understanding of the political relations between families and communities remains understudied. This lack of attention is attributable, in part, to the complexities of families and communities but, this aside, all societies regulate reproduction and there are always claims for legitimization of particular views of family values and community relations. With this paper, I argue that highlighting the social construction of scale suggests ways that the social imaginary of a domestic myth is spatially embedded within a nurturing local community. I outline some recent feminist discussion of local childcare cultures and critique of 'the public sphere' prior to raising scale as a way to open up static versions of justice and difference. Arguments in the paper that relate to the social construction of scale are illustrated by examples from a study of the impact of a new child and a residential move on mothers in San Diego. I argue that although the birth of a child highlights important questions that relate to responsibility, self-identity and notions of family, community and society, it is from within a politically structured notion of scale that many of the constraints and contexts of childcare arise. This paper focuses specifically on negotiating childcare as a basis of resistance through day-to-day contestations at multiple scales.     

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.     

Children’s agency in accessing for spaces of play in an urban high-rise community in Malaysia

ABSTRACT

This research explores children’s agency in negotiating for play spaces in Malaysia within the context of an urban high-rise community. Fieldwork was conducted with 31 children between the ages of four to 12 years old. A qualitative, child-centered approach to data collection was employed using participatory research methods. The study reveals how children gain access to play spaces and details their innovative strategies in maximizing play opportunities in a community with limited infrastructural and social support. It highlights how children claim the use of communal spaces within the housing compound, reinvent designated play spaces, resist adult rules around restricted spaces and embrace elements of global culture for meaningful play opportunities. The paper argues that children exercise agency in accessing play spaces, and by so doing, extend and expand their lived geographies which are not just spatial, temporal and social but also invented and imagined.     

The production of tyrannical space

Bullying is an internationally pervasive problem that impacts significantly on the behaviour, health and wellbeing of children. Drawing on ideas developed in both the abundant psychology literature, and the landmark study by Percy-Smith and Matthews Tyrannical Spaces (2001) Percy-Smith, B. and Matthews, H. 2001. Tyrannical spaces: Young people, bullying and urban neighbourhoods. Local Environment, 6(1): 49–63. [Taylor & Francis Online] [Google Scholar], this paper examines the psychosocial dynamics of bullying as they interrelate with various environments. The key groups involved in bullying are considered particularly with respect to their spatial rituals, actions and interactions. In the absence of sustained geographical research in this field, some broad directions for future geographies of bullying are suggested as the basis for future inquiry. Some initial indications are provided as to how these might involve, and connect to, existing disciplinary interests in geographies of exclusion, moral and emotional geographies.