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Title: Changing children's geographies
Authors: Holloway, Sarah L.
Keywords: Children's geographies
New social studies of childhood
Concerted cultivation
After-school activities
Issue Date: 2014
Publisher: © 2014 The Author(s). Published by Taylor & Francis.
Citation: HOLLOWAY, S.L., 2014. Changing children's geographies. Children's Geographies, 12 (4), pp. 377 - 392.
Abstract: This keynote explores the changing nature of children's geographies as an academic project. It proceeds in four parts. Part 1 considers the shift away from research on children's spatial cognition which envisaged the child in largely biological terms, and contemplates contemporary efforts to rework the nature/culture dualism. Part 2 traces the incorporation of new social studies of childhood into geography, emphasising the importance of children's voices, their positioning within axes of power, and the need for quantitative and qualitative methods. Part 3 explores how feminist research led to interest in parents, educators and other actors/institutions which shape, and are shaped by, children's lives. Part 4 ponders what children's geographies might add to, and learn from, broader interdisciplinary debates, and the benefits and pitfalls of research impact. The conclusion argues that a well-informed appreciation of sub-disciplinary history provides a strong vantage point from which to engage with new ways of thinking.
Description: This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Sponsor: Philip Leverhulme Prize; ESRC award [RES-000-22-4095]; British Academy Mid-Career Fellowship
Version: Published
DOI: 10.1080/14733285.2014.930414
URI: https://dspace.lboro.ac.uk/2134/16150
Publisher Link: http://dx.doi.org/10.1080/14733285.2014.930414
ISSN: 1473-3285
Appears in Collections:Published Articles (Geography and Environment)

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