‘So that we don't spoil them’: understanding children's everyday mobility through parents’ affective practices

ABSTRACT

Children's everyday mobility and freedom of movement have been closely linked to parental practices, or what has been referred to as parental ‘mobility permits’ or ‘mobility licences’. Most research tends to focus on parental restrictions, while this article explores the affective practices Swedish middle-class parents use in order to enhance their children's mobility, i.e. how emotions are perceived as enabling parents’ and children's spatial experiences and thus their feelings of safety and security; as well as how emotions are talked of as disabling or disrupting the potential for children's mobility. These affective practices are analysed in relation to the parents’ self-reflexive positioning on a continuum between ‘the helicopter parent’ and ‘the engaged and enabling parent’. The material for the article is comprised of 33 interviews with the children's parents, carried out within a larger ethnographic research project on children's everyday mobility in Sweden.     

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.     

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.     

Mapping the Nation for War: Landscape in Danish Military Cartography 1800–2000

The focus in this article is on the way the post eighteenth-century cartographic turn in military practices developed into a particular military perception of landscape that continues to set the standard of Danish topographical mapping. My argument is that the development of modern topographical maps is the result of a long process of military comprehension and measurement of the terrain in order to conduct field operations. The demand for spatial data for actual or potential military operations had a direct impact on the specifications of maps produced by the military, as landscape representation was adapted to meet operational demands and as lessons learned from war experience were incorporated. In this and other respects, the development of Danish topographical maps in and after the nineteenth century followed the general trend of European military mapping as regards methods and standards.     

THE VIRTUALIZATION OF URBAN YOUNG PEOPLE'S MOBILITY PRACTICES: A TIME‐GEOGRAPHIC TYPOLOGY

A time‐geographic approach, including time–space diaries and in‐depth interviews, is used to investigate the daily use and implications of information and communication technologies (ICTs) among a group of Swedish urban youth. We identify individual variations and nuances in ICT‐based practices in our respondents' social and spatial contexts. Using individual cases and detailed time‐geographic trajectories, we demonstrate how daily communicative actions – physical and virtual – are combined and integrated. From this we identify four ideal types of mobility practices: (i) home‐oriented, heavy Internet users; (ii) physically mobile, heavy mobile phone users; (iii) physically mobile, heavy Internet and mobile phone users; and (iv) home‐oriented, rarely mobile people (virtually and physically).