Thank you for viewing this blog. My name is Joshua, a recent BSc Geography graduate from Coventry University, now starting on a Geography PGCE at the University of Leicester. My main area of expertise is within the domain of physical geography, with particular interests in Geomorphology, Quaternary Climates and Environments, and weather, climate and climate change. An area that I am not so familiar to is biogeography, but this is an additional area I am keen to develop and engage with.
The purpose of this blog is to aid mine as well as others (teachers, students and the public) understanding and knowledge in the subject field of Geography, with particular emphasis on the human domain; specifically cultural geography. This is an area I know limited about, in comparison to my specialism, and an area that I have come to find neglected in school education (*explained below). Firstly, this blog will introduce the concepts of GEOGRAPHY, to give details to those with limited understanding and experience; to outline the complexity of this ever changing subject and field. Secondly, and introduction to cultural geography and its branches will be outlined, with some sub-division examine in more detail than others. This is based on what I feel is lacked in education and the curriculum. Finally, a list of resources and references will be presented, which can be used for KS3 and used for all exam boards at GCSE level.
It needs to be noted that cultural geography is multidisciplinary and multifaceted within the geographical field, so overlaps into other geographical disciplines. I have tried to keep it purely separated for the sake of this blog, but it can be used for addition disciplines.
*This statement is based on my interpretation of the National Curriculum (NC) and GCSE specifications, where some of the branches within cultural geography e.g. sexuality and space, children's geography, music and behavioural geography are not fully acknowledged or identified within the NC for geography or in GCSE/A-Level specifications. In all honesty, cultural geography seems to be side-lined and/or integrated within economic, development and population geography. I feel for people (teachers, students and the public) to fully understand the scale and magnitude of geography, they need to be informed of the different branches and sub division within geography/cultural geography; highlighting individual branches of geography, whilst at the same time, explain and identifying how the different branches connection and are in relation to one another. For example, a number of schools in Leicestershire in year 9 look at music festivals and there locations, but they fail to highlight the key concepts of geography within that topic. For example, that topic would include cultural geography in the form of musical, behavioural, sexuality and tourism geography, but these are not identified and explained, leading to narrow-minded approaches within society. No wonder people assume geography is just colouring in, volcanoes and rocks.
The different branches and sub-branches of cultural geography will be explain in due course.
I hope this blog so far has been
interesting to read and has allowed you and others to develop and learn new
things about geography. I would like to think that it has inspired new learning
and career choices for people who did not like nor understand geography, and I
would like to think that the resources and advice posted will be used.
From the start of this blog in
June, I can reflect and say I have learnt and developed new knowledge regarding
this discipline of geography. The blogs posted are not at university level, but
I have developed enough to understand and teach GCSE and A-level with critical
appraisal (so I hope!).
As posted at the start, I feel
there is a clear lack of cultural geography in the national curriculum. I still
feel this is true, with the topics/sub branches posted given little
accreditation in any key stage. Again, I still feel that even where some topics
are taught, they are not highlighted as a geographical discipline. I think that
all teachers should emphasis what topics are being taught and how they are
related to geography as a whole, explaining the wider picture where possible.
Example of topic include sexuality and space, region and geography and musical
geography.
I have tried to keep the blogs
posted related to the context of geography, but I understand that some may have
slightly branched off.
This is blog is an on-going
commitment, and as I develop and learn new things I will add them to this blog;
passing on information to support a sustainable education practice that’s ever changing
and needing global support and cooperation.
I have tried to research cultural
models (most things in geography has model!) and have yet to find any relevant
models on culture. I have found some to do with employment culture and
recruitment, but none in the context of geography. The following images are
some images (models) of cultural identity and internal/external factors. These
are relevant as they can act as visual tools to aid pupils understanding of
culture and its influences. They don’t have names, which makes remembering them
a little easier! J
The following images illustrate diagrams that can be used in lessons to illustrate cultural diversity, and what components and fields influence and create a culture(s). Some 'models' are more complex than others, with an emphasis needed to be put on time and the interconnection of the different and diverse components of culture.
Religion and geography is the
study of the impact of geography, i.e. place and space, on religious belief. Aspect
of the relationship between religion and geography is religious geography, in
which geographical ideas are influenced by religion, such as early map-making,
and the biblical geography that developed in the 16th century to identify
places from the Bible (Kong, 1990 and Park, 2004).
Old map of the Palestine.
Traditionally, the relationship
between geography and religion can clearly be seen by the influences of
religion in shaping cosmological understandings of the world e.g. the creation
of the universe and the world. From the sixteenth and seventeenth century, the
study of geography and religion mainly focused on mapping the spread of
Christianity. In the latter half of the seventeenth century, the influences and
spread of other religions were also taken into account. Other traditional
approaches to the study of the relationship between geography and religion
involved the theological explorations of the workings of Nature – a highly
environmentally deterministic approach which identified the role of
geographical environments in determining the nature and evolution of different
religious traditions.
Thus, geographers are less
concerned about religion per se, but are more sensitive to how religion as a
cultural feature affects social, cultural, political and environmental systems.
The point of focus is not the specifics of religious beliefs and practices, but
how these religious beliefs and practices are internalised by adherents, and
how these processes of internalization influence, and is influenced by, social
systems.
Areas of focus are:
Spared spaces (religion and the
environment)
Community and Identity
New Geographies of Religion:
As research on geography and
religion has grown, one of the new focuses of geographical research examines
the rise of religious fundamentalism (radicalists), and the resulting impact
this has on the geographical contexts in which it develops (Stump, 2000). In
addition, migration processes has resulted in the development of religious diversity
in numerous countries, and the landscape changes that accompanies the movement
and settlement of communities defined by religion is a key focus in the study
of geography and religion e.g. the Gaza Strip. More work needs to be done to
examine the intersections and collisions that occur due to the movement of
communities (for example, the migration of Muslim communities to western
countries) and highlight how these communities negotiate their religious
experiences in new spaces.
Another new area of interest in
the study of geography and religion explores different sites of religious
practice beyond the ‘officially sacred’ – sites such as religious schools,
media spaces, banking and financial practices (for example, Islamic banking)
and home spaces are just some of the different avenues that take into account
informal, everyday spaces that intersect with religious practice and meaning
(Kong, 2010).
An all Muslim School.
Critical thought-
I remember learning at university
that the great flood and the building of Noah’s arch is evidence of climate
change and global sea level rise. Religious work has been used by researchers
to correlate with geological evidence, to strengthen this theory. How
interesting is that!
Religion plays a fundamental role
in cultural development, as it forms the bases of an individuals or groups social
construction.
What is religion?
Religion has been defined as a
system of beliefs based on humanity's attempt to explain the universe and
natural phenomena, often involving one or more deities or other supernatural
forces and also requiring or binding adherents to follow prescribed religious
obligations. Two identifying features of religions are they to some extent (a)
require faith and (b) seek to organize and influence the thoughts and actions
of their adherents. Because of this, some contend that all religions are to
some degree both unempirical and dogmatic and are therefore to be distrusted (http://www.cultureandreligion.com/).
A culture in a religious context,
therefore bases beliefs, values, customs, behaviours and artefacts around
religion.
Why is religion important in a culture?
Religion is important because it
provides a formalized structure for culture to be maintained. Religion was
created from the established social practices within the respective community.
The leaders within the community determined among themselves what would be
appropriate social behaviours and conduct. They then established laws that gave
support to these concepts, which were designed to promote morality and decorum
within the society. God was used as the ultimate authority which could never be
challenged and the resultant social/cultural contract is called religion.
Types of Religion (4 main ones):
Christianity
(Christian/Catholic/protestant)
Buddhism (Buddhist)
Islam (Muslim)
Judaism (Jew)
Diversity:
There is a diversity of religions
around the global, all possessing different attributes (beliefs, morals, etc).
From a geographical point of view, this is important because it can dictate the
migration of people, as well as politics in certain localities and countries. A
generic overview of religion in a geographical context is listed below.
Northern Ireland and the
migration of people into the UK/USA
Religion and environmental
stewardship
Sharia (Muslim) Law and policy in
the Middle-East
Religion and wider cultural
change e.g. in regards to sexuality and gender (equality)
Religion has a massive presence
globally in regards to social and cultural contexts as individuals and groups
base their identities and life styles on religion. This will be touch later on
in ‘models’.
Map: Religion is everywhere, but on a global scale, a clear divide exists, based back to ancients times and human evolution.
I will keep this blog post short,
as it can easily stray into religious education easily.
This weekend (16-18th
Aug 2013) I went Newcastle, and experienced the local culture. The area is
known for its thriving nightlife and tourist appeal, as well as for the program
Geordie Shore. Whilst engaging in the northern culture, it was clear that
despite the program ‘Geordie Shore’ having a negative presence within the
North-East (due to the false representation of the program compared to reality),
citizens still however, represented the programs culture/identity. For example, boys and girls in fake tan, fakeness, make-up, tight clothes, etc. This got me
thinking about similar celeb subcultures around the globe. Similar programs include:
The only way is Essex
Made in Chelsea
The Valleys
Jersey Shore
The Only way is Essex
Geordie Shore Australia
Geordie Shore Cancun
Made in Chelsea
You are probably thinking, how
does this relate to Geography? Well…..
These programs are watched by
most 11-23 year olds and ‘represent’ a geographical area of the UK and its young diverse subcultures.
Not only has these problems educated the UK/globe on localities in the UK, but
they have also highlighted a new contemporary culture(s) of the western world.
The programs listed above, all
show (sometimes for show) a culture of fame, fashion, identity, all of which
the youth of today try and copy. My time in Newcastle shown that despite the
negative vibe Geordie Shore has on locals, locals still copied the ‘gaz’ look;
dressing to impress and wanting to pull ‘birds.’ I called this
‘Geodieshorification’ – the process of changing ones identity to copy a Geordie
Shore persona. This post could go off on
a tangent about celebrity subcultures, but I want to try and keep it
geographical.
These two pictures are of Gaz, from Geordie Shore. Young boys all over the UK try and copy this look.
Basically, what I am trying to say is, the above programs have, despite
being seen as negative, even though are watched regular by the population have:
Educated people (many youths)
about localities in the UK.
Educated people about global
cultures/landscapes in certain geographical areas. For example, Geordie Shore
in Cancun and Australia.
Highlighted alternative western
cultures, away from the norm e.g. religion, sexuality, etc.
It must be emphasised that these programs do not fully represent all
people, and participants in the shows listed should not be seen as ‘role models.’
I feel that these kinds of TV
programs should (to an extent) be incorporated into lessons, as they could stimulate pupils learning and encourage pupils to engage more in certain topics. This is because the majority of 11-18 year olds watch these kinds of TV shows
in their leisure time, suggesting that these materials should be used as pupils will able to relate more to certain work, using knowledge/experience from alternative means familiar to them in there leisure time. Pupils might not find class work so boring when leisure is bought back into school, or when non assessed work is given at home, without pupils even knowing it e.g. watching TV shows in a geographical way. Using materials like this allows pupils to think about the bigger picture, and encurages them to think about geography in a day-to-day context. A perfect example would be.... mentioning or taking clips from the
Valleys program to illustrate the decline in industry and the collapse of coal
mining in Wales. This will act as evidence, as well as will enthuse and inspire all
pupils to learn in an alternative way, as pupils will see the bigger picture as to why the youth of Wales want
to move to city locations like Cardiff. See the clip below. Hope this make sense!
There is limited literature
around centered on sexual citizenship, but my general understanding from
academic research has found that there are issues surround the heterogeneity
between citizens. Do certain sexualities have the same citizenship (rights to
live and work) in a country?
The key case studies for this
branch of sexuality and space are:
USA
Russia
Saudi Arabia
Nazi Germany
With changing social and cultural
attitudes, and the push towards greater global equality, more countries are
supporting equal sexual citizenship. This is for men, women, young, old, all
races/ethnicities and for all homosexuals and heterosexuals. The need to
educate equal sexual citizenship in all countries and cultures should be
emphasised in all classroom/school environments.
Teachers should use the following images to form the bases of a class discussion!
Map of The USA; fired for being Gay.
USA gay military campaign! Evidences social/political/cultural change?
Military again... controversial issue in the States.
Sex tourism, involves tourist
that travel to a destination to engage in sexual activity, particularly with
prostitutes. The World Tourism Organization (WTO), is a specialized agency of
the United Nations, who defines sex tourism as "trips organized from
within the tourism sector, or from outside this sector but using its structures
and networks, with the primary purpose of effecting a commercial sexual
relationship by the tourist with residents at the destination" (WTO,
1995).
The attraction toward sex
tourists includes:
Reduced costs for services in the
destination country
Legal prostitution or indifferent
law enforcement
Access to child prostitution
Acceptability
It should be emphasised that
sexual activity with children, child prostitution, non-consensual sex and or
sex trafficking is illegal, both in the participating country and sometimes in
the individual's home country.
Sex tourism includes domestic sex
tourism, which is travel within the same country, or international sex tourism,
which involves travel across national borders. It is a multibillion dollar
industry that supports an international workforce estimated to number in the
millions (Barger, 2002). Sex tourism benefits not only the sex industry but
also the airline, taxi, restaurant and hotel industries (multiplier effect).
Areas of High sex tourism:
Thailand
Amsterdam
Japan
Costa Rica
Eastern Europe
Tourists walking by a bar in Thailand. Notice the young girls trying to bring in the tourists?
The U.N. oppose sex tourism
citing health, social and cultural consequences for both tourist home countries
and destination countries, especially in situations exploiting gender, age,
social and economic inequalities in sex tourism destinations.
Short clip on sex trafficking...
Referencing:
Barger, A, H (2002) ‘Sex Tourism
in Latin America’. ReVista: Harvard Review of Latin America (Cambridge,
Massachusetts, USA: Harvard University) (Winter). Retrieved 6 October 2011.
WTO (1995) Statement On The
Prevention Of Organized Sex Tourism". Adopted by the General Assembly of
the World Tourism Organization at its eleventh session - Cairo (Egypt), 17–22
October 1995 (Resolution A/RES/338 (XI)). Cairo (Egypt): World Tourism
Organization. 17–22 October 1995. Retrieved 20 December 2006
Although 'minority' sexuality
remains a topic that hardly gets a mention in school geography, it has become
an accepted part of many university geography departments and is often taught
as part of courses on Social and Cultural Geography (Collins, 2006). Ever since
the rise of attention of geographies of LGBT in the late 1970s and 1980s, more
researches have focused on the relationship between place, space and LGBT group.
For example, transsexual and third gender, so called the Kathoey locations in
Thailand are worldwide famous for their dance performances and it considers as
something must watch while visiting Thailand (Bell and Valentine, 1995).
A new contemporary tourism (pink
tourism or LGBT tourism) is emerging where travel agents and holiday locations
are providing safe yet non-discriminate service and facilities like pub and
saunas; targeting the LGBT group. Even more, the increasing legalisation of the
same sex marriage in some of the western countries had significant impact of
changing the LGBT groups migrating and travelling pattern. Although, the
marriage might not have the same legal power back in their countries.
This is a nice power point/clip for an introductory lesson into sexuality and space LGBT.
Key Locations:
San Francisco- Gay capital
Thailand- Transgender
City Soho locations- London, Hong
Kong, etc.
Global attitudes are changing towards
LGBT cultures, as evidenced by a school in Thailand offering to build a third gender
washroom in order to reduce uncomfortable feeling of transsexual students using
either male or female washroom (BBC, 2011).
Nowadays, with the rising
awareness of LGBT communities around the world, LGBT influences are now playing
a more important role in shaping our cultural/social urban and rural spaces (Rushbrook,
2002).
Mapping LGBT Areas:
As highlighted, there are several
countries and areas in cities and rural locations where LGBT citizens can meet,
socialise and network. Many areas are distinctly found with signs/icon, like
the image below e.g. rainbow flags, etc. Mapping using GIS and other means
allow geographers to track social/cultural movements and changes, as well as
provide information for public, private and voluntary sector organizations who
wish to promote LGBT areas. For example, tourism information centres.
You probably thinking, well why
do we need to map this kind of stuff? Well mapping can:
Help with public sector services
e.g. transport and policing
Promote tourism
Evidence equality and diversity
Promote global awareness
Therefore, mapping and studying
LGBT citizens, as well as learning about sexuality and space in general broadens
individual, group and global understanding, plus allows others to engage in
other cultural activities/environments, to whom some are not familiar with.
LGBT Celebrities- You’re not alone!
The following are a few links to
get pupils/the public to see famous homosexuals out there, some you would not
even think!
Childhood is often represented as
a time of presumed sexual innocence. However, both sexuality and innocence are
highly gendered concepts. Many writers have shown that our current gender
system only makes sense in the context of an assumed heterosexuality.Adrienne Rich coined the term ‘compulsory
heterosexuality’ to capture this, while Judith Butler has talked about the
‘heterosexual matrix’ to show how gender and sexuality are intimately linked.
Research in the early years,
primary years (elementary school) and secondary years (high school) all point
to the gendering of sexuality and the sexualisation of gender across a range of
contexts and social relations, from heterosexual and homophobic harassment to
institutionalised heterosexuality (e.g. invisibility of LGBTQI issues in the
curriculum). Non-heterosexualities are largely understood to be ‘other’ and
‘heterosexuality’ is naturalised and left as an unexamined social norm. Queer
theorists have explored these patterning’s of the social world through the
notion of heteronormativity.
Research has shown how the
everyday social practices inside schools and universities actively connect
gender to sexuality. In other words the
discursive practices such as gendered play (e.g. kiss chase), language (e.g.
“boys don’t cry”) and behaviour (e.g. masculinity is only appropriate for
males) act to construct a particular type of male and female that is dualistic,
hegemonic and heterosexual. Such practices are also experienced differently
when locality, age, ethnicity, religion, social class, learning difficulties
and physical dis/abilities are taken into account. There are also specific
issues that relate to the educational identities and experiences of young
people who identify as lesbian, gay, bisexual, transgender, queer and intersex
(LGBTQI).
Because ‘education’ is a huge
social arena encompassing children, adults, paid employees, volunteers, formal
and informal spaces and compulsory and voluntary participation, there are many
areas to be considered when thinking about the place, role, understandings and
experiences of sexuality within education. The further reading and resources
below go some way to exploring each area and their relationship to each other
(e.g. informal school spaces and sexual bullying).
The picture above shows the cover
of a book for primary school age children that depicts gay parenting amongst
penguins. It is vital that sexuality education in schools address children and
young people’s engagements with their own sexuality and sexual cultures as well
as challenging homophobia, sexual conflict and harassment and the
‘sexualisation of culture’ more widely in schools. This is particularly
important in an enduring socio-political climate in which children’s sexual
cultures and social relations are framed predominantly through moralising and
pathologising sex panics.
(taken from
http://www.genderandeducation.com/resources/inclusion/sexuality/)
Sexuality is a broad area of
study related to an individual's sex, gender identity and expression, and
sexual orientation. Human sexuality is the capacity for sexual feelings and involve
a person's sexual attraction to another person – which may be determined by
their sexual orientation.
Orientation types:
Opposite sex (heterosexuality)
Same sex (homosexuality)
Both tendencies (bisexuality)
Or
Not being attracted to anyone in
a sexual manner (asexuality)
Human sexuality impacts cultural,
political, legal, and philosophical aspects of life. It can refer to issues of
morality, ethics, theology, spirituality, or religion.
Some researchers assume that
sexual behaviour is determined by genetics, and others assert that it is moulded
by the environment. This is the nature versus nurture debate, in which one can
define nature as those behavioural traits that are due to innate
characteristics, such as instincts and drives. The concept of nurture can be
defined as the environmental factors or external stimuli that influence behaviour,
emotions, and thinking. Biological and physical differences include the human sexual response cycle among men and women.
THIS IS A KEY CONCEPT, WHICH SHOULD BE EMPHASIZED IN SCHOOL!
The origins of the term
"Sexuality and Space" can be traced back to the early 1990s. Two
publications that where key to this research area becoming globalised were:
Larry Knopp published 'Gay
Geography' in the Geographical Magazine to some controversy in 1990.
In 1992 Beatriz Colomina's
Sexuality and Space was released in 1992.
The study of ‘sexuality and space’
in contemporary geography are primarily within social and cultural geography,
though there is also notable engagement with political and economic geography,
particular in work on the rise of queer spaces, economies and alternative capitalisms.
Much work is informed by a politics intended to oppose homophobia and
heterosexism, inform sexual health, and promote more inclusive forms of sexual
citizenship. Methods using GIS have been utilized to good effects, to map areas
of sexuality. Most work is based on urban environments, with emerging work in
rural communities globally (Brown et al.
2007).
Criticisms of work and teachings in educations:
There have been several critiques
of the field, as well as conflicts within the discipline. These are:
Taking a western-centric position
that has minimal relevance beyond the urbanized Western world.
Discriminative against transgender
people, the lower class, and people of colour.
Gender differences are also
erased in adopting a “queer” identity.
The reinforcing of other forms of
marginalization e.g. lesbians neglected as women.
In Education:
School minorities, are not
included in the classroom, as they do not learn about themselves e.g.
alternative relationships (Sujak, 2012) ------ This links to why this material is covered in this blog, to educate
and expand emerging areas that are neglected in teaching, in life and in the
national curriculum.
Why should why children learn
about that kind of ‘stuff’
Why should children of religion
be educated in a school that teaches about sins?
The following links, provide
details on why teaching about sexuality is important at all ages:
Brown, G., Lim, J and Browne, K.
(2007) ‘Introduction, or Why Have a Book on Geographies of Sexualities?’
Geographies of Sexualities. K. Browne, Lim, J. and Brown, G. London Ashgate.
Sujak, M (2012) "Why Can't
We Learn About This?" Sexual Minority Students Navigate the Official and
Hidden Curricular Spaces of High School. Education and Urban Society.
This is a field of study within the
cultural geography domain. The phrase encompasses all relationships and
interactions between human sexuality, space and place, themes studied within,
but not limited to cultural geography, i.e. environmental and architectural
psychology, urban sociology, gender studies, queer studies, socio-legal
studies, planning, housing studies and criminology (Binnie and Valentine, 1999
and BInnie, 2004).
Specific topics which fall into
this area are:
The geographies of Lesbian, Gay,
Bisexual and Transgender (LGBT) residence
Sites of queer resistance
Global sexualities
Sex tourism
The use of sexualised locations
in the arts
Sexual citizenship
There’s lots more, but some are too
extreme for child/youth education, but this is debatable (Bell and Valentine,
1995).
Brown et al. (2007) emphasises that this field is now well represented
within academic curricula at University level, and is beginning to make its
influence felt on secondary level education (in the UK). This outlines that
sexuality and space is becoming more important in secondary/further/higher education
and so more teaching and resources should be designed for teaching today. This
is what this blog is trying to do. Provide a greater understanding into new
emerging disciplines in Geography, as well as proving new and interesting teaching,
resources and assessments. This is what the following new posts (Part 2+) will
aim to do, closing in on the above areas.
Referencing:
Bell, D. and G. Valentine (1995) ‘Mapping
Desire: geographies of sexualities.’ London, Routledge.
BInnie, J (2004) ‘The
Globalization of Sexuality.’ London, Sage.
Binnie, J. and Valentine, G.
(1999) ‘Geographies of sexuality - a review of progress.’ Progress in Human
Geography 23(2): 175-187.
Brown,
G., Lim, J and Browne, K. (2007) ‘Introduction, or Why Have a Book on
Geographies of Sexualities? Geographies of Sexualities. K. Browne, Lim, J. and
Brown, G. London Ashgate.
I just saw this music video (reload) by Sebastian Ingrosso & Tommy Trash. I found it very geographical, and think that for a fun break in a physical geography lesson, it could be very stimulating, especially in getting pupils to think about geography in a day-to-day context. For example, how music videos can open peoples eyes up to the world (volcanoes, waterfalls, etc). Music; the new teaching tool!
Of course the video is fictional mostly, but still a good contemporary resource!
Child migration is the migration of children, without their
parents, to another country or region. However, much literature emphasizes that
the migration of children within their own country is part of a sub-branch of
child migration (Skelton, 2009). For example, war time children being
sent from London to the North of the UK. In many cases child migration has
often been forced; linking to child care and child labor.
Child migration in a geographical context looks at how children are
temporally and spatially separated from the rest of society. In addition, the
scale in which children are moved is of interest, looking at the factors that
drive child movement and location choice. For example, village areas, class
systems, etc (Anon, 2009).
Wartime Child Emigration – 1940-1944
The follow information was provided by the (BBC, 2013).
Overview
Figure 1: Children on board a ship to New Zealand
Child emigration has taken
place since the first British colonies of the 17th century. During the Blitz in
World War Two, thousands of British children were evacuated to safety in
countries such as Canada and Australia.
Did you know?
The
Children's Overseas Reception Board was established to help families send
their children abroad to safety during the war.
After the
war, over 3,000 children were sent to Australia under government-approved
schemes - many subsequently returned.
The migrated
children were referred to as 'the seeds of empire'.
'If you want
to go, put your hand up' was the instruction used to select children for
emigration from institutions such as the Dr Barnardo's Homes
During
the late 19th and early 20th centuries, many Aboriginal Australian children were
removed from their families and placed in institutions and foster homes, in
what became known as the Stolen Generations.
Over
7000 children migrated to Australia under assisted child
migration schemes. The vast majority of children were migrated from
the UK, with a small number from Malta. Child migrants were adopted or brought
up in children's homes, institutions, orphanages or foster care. Many of these
children experienced neglect and abuse
while in institutional care.
In
November 2009 Australian Prime Minister, Kevin Rudd
formally apologized to "Forgotten Australians" and child
migrants on behalf of the nation. "Forgotten Australians" is a term
the Australian Senate has used to describe children who were brought up in
orphanages, children's homes, institutions or foster care in Australia. Child
migrants are a specific group of "Forgotten Australians" (Read,
1981).
Referencing:
Anon (2009) ‘Independent child migration’. CMRN main themes. Child
migration Research Network.
Children were massively affected by World War Two. Nearly two
million children were evacuated
from their homes at the start of World War Two; children had to endure rationing,
gas mask
lessons, living with strangers etc. Children accounted for one in ten of the
deaths during the Blitz
of London from 1940
to 1941.
World War Two was the first war when Britain
itself was the target of frequent attacks by the enemy. With the success of the
Battle of
Britain and the suspension of ‘OperationSealion’,
the only way Germany could get at mainland Britain was to bomb it. This
occurred during the Blitz
and seemed to reinforce the government’s decision to introduce evacuation at
the start of the war. On August 31st, 1939, the government issued the order
“Evacuate Forthwith” and ‘Operation Pied Piper’ was started the very next day
The impact of evacuation
on children depended to an extent on which social strata you were in at the
time. Parents who had access to money invariably made
their own arrangements. Children at private schools based in the cities tended
to move out to manor houses in the countryside where children at that school
could be, in the main, kept together. But 1.9 million children gathered at rail
stations in early September not knowing where they were going nor if they would
be split from brothers and sisters who had gathered with them.
‘Operation Pied Piper’ was a huge undertaking. Six
cities had been deemed vulnerable to German bombing – memories of Guernica
were still fresh – and in London alone there were 1,589 assembly points for
children to gather at before they were moved on. Those children who were
evacuated were given a stamped postcard to send from their billet address to
inform their parents where they were.
‘Operation Pied Piper’ planned to move 3.5 million
children in three days. In the event, the 1.9 million who were evacuated was a
remarkable achievement though some children stayed with their parents as
evacuation was not compulsory.
With such numbers involved, it was to be expected
that some children would have a smooth passage to their reception area while
some would not. Anglesey expected 625 children to arrive and 2,468 did.
Pwllheli, North Wales, was not allocated any evacuees – and 400 turned up.
Children already experiencing a stressful situation were put in an even more
difficult situation. Elsewhere, children who had been used to being in school
in the same class were spilt up.
What impact this had on the children involved was
never overly studied at the time as the government simply wanted to herald evacuation
as an overwhelming success. That some children continued their education in
pubs, church halls or anywhere else there was the space to accommodate them was
seen as the accepted face of a requirement that had been foist on the
government.
The clash of cultures experienced by many children
must have also been difficult. The children from the cities had been tarred by
a reputation that was undeserved – but many of those in rural England expected
children to be riddled with parasites and to engage in anti-social behavior.
Such was the perception at the time.
KS2 worksheets, but can be redesigned to cater for older years!
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