By Louise Holt
This edited assortment brings jointly foreign specialists from the colourful and turning out to be box of geographies of kids, adolescence and households. Designed as an advent to the subject, this booklet presents an summary of present conceptual and theoretical debates surrounding geographies of youngsters, formative years and households, and offers quite a lot of examples of state of the art examine from a number of nationwide contexts around the globe. The subject matter of ‘disentangling the socio-spatial contexts of teenagers and/or their households’ advances debates within the box by way of emphasising the context of younger people’s social service provider. Geographies of kids, adolescence and households is a useful direction textual content for undergraduate and postgraduate scholars of geography and the social sciences, in addition to being of curiosity to scholars and practitioners of schooling, early life paintings, social coverage, and social paintings.
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Additional resources for Geographies of Children, Youth and Families: An International Perspective
And Tucker, F. (2008) ‘The challenges of ‘Children’s Geographies’: an affirmation’, Children’s Geographies, 6(4): 335–48. , Jenks, C. and Prout, A. (1998) Theorizing Childhood. Cambridge: Polity Press. Janssen, D. F. (2009) ‘“Where” “boys” “are”: co-constructions of maturitiesgenders-bodies-spaces’, Children’s Geographies, 7(1): 83–98. Jarvis, H. (2005) ‘Moving to London time: household co-ordination and the infrastructure of everyday life’, Time and Society, 14(1): 133–54. 22 S. L. Holloway and H.
There are also exceptions in three unpublished PhD theses known to me (Benstead, 2001; Gallagher, 2005;2 Kyle, 2006), all of which offer sustained engagements with Discipline and Punish and other of Foucault’s writings on power in addressing the geographies of schools, the Boys Brigade and ‘out-of-bounds’ adventure courses for troubled youth. Another geography PhD project has mobilized Foucault’s concept of ‘governmentality’ (Foucault, 1979b) in addressing citizenship education, positioning the latter as a ‘governmental technology’ (Pykett, 2004, 2006, 2007, 2009), and it is interesting the extent to which a constellation of concerns around education, schooling, citizenship and participation (see also Gaskell, 2008; Weller, 2003a, 2003b, 2007) – shading into questions about methodologies of the researcher in tackling such concerns – appears to be gradually emerging as a more-or-less explicit Foucauldian fringe around the edges of children’s geographies.
2004) ‘Mapping race and gender in the academy: the experiences of women of colour faculty and graduate students in Britain, the US and Canada’, Journal of Geography in Higher Education, 28(1): 91–9. Mand, K. (2009) Researching South Asian Children in Transnational Families: how, when, where? Presented at Creative Research Methods Workshop, London South Bank University, 20 February 2009. Matthews, H. (1987) ‘Gender, home range and environmental cognition’, Transactions of the Institute of British Geographers, 12: 43–56.