This branch of Children's
geographies, as identified previous, is an area of study within human geography
and Childhood Studies, which involves researching the places and spaces of
children's lives (geographically). Children's geographies deal with the study
of places and spaces of children's lives, characterised experientially,
politically, physiologically and ethically (Panelli, 2009).
Ever since the cultural turn in
geography (late 1980’s), there has been recognition that society is not
homogenous, but heterogeneous. It is characterized by diversity, differences
and subjectivities. Feminist geographers have been able to strengthen the need
for examining the roles of gender, class and race as issues affecting women, which
has in turn, empowered this new geographical discipline of children’s
geographies.
‘Children' as an umbrella term
encompasses:
- Children
- Teenagers
- Youths
- Young people
This branch however is still missing a 'frame
of reference' in the complexities of 'geographies' (Valentine, 2001). For
example, there being limited studies, research and actual teaching of the subject.
I have personally found that children’s geography is very rare in education,
with only lectures/lesson given at university level.
History of this discipline:
Children's geographies developed
in the beginning of the 1990s, although there were notable studies in the area
before that date. The earliest work done on children's geographies largely can
be traced to William Bunge's work on spatial oppression of children in Detroit
and Toronto, where children are deemed as the ones who suffer the most under an
oppressing adult framework of social, cultural and political forces controlling
the urban built environment. This was the start of how children’s culture (life
style, norms, values, etc) changed geographically (McKendrick, 2000).
Relevance in the context of Geography; emerging areas of study:
Geographers play an important
role in expanding the understanding of children's lives, socio-spatial
identities and material practices. As a sub-discipline, Children's Geographies
is experiencing exponential growth throughout the wider discipline of
geography. Geographers studying this discipline should considers the
spatialities and geographies that children play (and the counterpoint, work),
playing and spaces for play. Today, geographers examine the newer and emerging
themes of mobilities, children's use of outdoor (green space), public spaces,
and the role of children in migration and of migration in children's lives (Skelton,
2009).
The next post (Part 2) will focus on the emerging areas of children’s geographies,
presenting resources and teaching aids, to develop this area within geography
at KS3, GCSE and A-Level.
Referencing
Panelli (2009) Approaches to Human Geography.
McKendrick (2000) ‘The Geography of Children - An Annotated
Bibliography. Journal of Children's
Geographies
Valentine (2001) Whatever happened to the social?
Reflections on the 'cultural turn' in British Human Geography.
Skelton. T (2009) ‘Children's Geographies/Geographies of
Children: Play, Work, Mobilities and Migration’. Geography Compass 3 (4), 1430–1448.
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