Hugh Matthews

Defining an agenda for the geography of children: review and prospect

There is still only a limited development of a solidly grounded social and cultural geography prepared to conceptualize children as a neglected social grouping undergoing various forms of sociospatial marginalization. Given the focus and momentum of the ‘new’ cultural geography, we contend that this is an apposite time to define an agenda for the geography of children, which not only takes into account earlier studies which can inform contemporary debate, largely drawn from an environmental psychology tradition, but which also recognizes the interface between sociology, anthropology and cultural studies and draws upon important work being undertaken by feminist and critical geographers. To date, much of the research on the geography of children has been blighted by fragmentation, narrow disciplinary perspectives and methodologies which do not sufficiently engage themselves with the lifeworld of children in the ‘here and now’. In this article we propose a working agenda based upon a set of seven generic propositions which highlight different aspects of childrens relationship with their physical and built environment, beyond the home, school and playground. Our emphasis in this review is on work which examines the experiences of children and how they ‘see the world’ around them. We recognize, however, that part of what children see are structures which constrain them. These may include the adult values imprinted on the physical and built landscapes in which they live, or the social constraints of the adult gaze. We argue that research on the lives of children should not just be reported for its own sake, but should lead to outcomes which encourage empowerment, participation and self-determination consistent with levels of competence.

Growing-up in the countryside: children and the rural idyll

The recent surge of interest in the study of children and childhood has brought with it a keener recognition of the diversity of growing-up. In this emerging geography, most attention has been given to the experiences and behaviours of urban children. Few studies have explicitly focused on what it is like to grow-up in the countryside, particularly within the United Kingdom today. In this paper we begin to address this hidden geography by reporting on a study undertaken within rural Northamptonshire. We explore some of the ways in which children encounter the countryside through their own experiences, and (re)examine the `rural’ from their own viewpoint. We uncover an alternative geography of exclusion and disenfranchisement. Rather than being part of an ideal community many children, especially the least affluent and teenagers, felt dislocated and detached from village life. Yet socio-spatial exclusion of this kind is also typical of many childhoods away from the rural and can relate to children almost anywhere. What particularly distinguishes a rural upbringing, however, is the sharp disjunction between the symbolism and expectation of the Good Life (the emblematic) and the realities and experiences of growing-up in small, remote, poorly serviced and fractured communities (the corporeal).

Young people’s participation and representation in society

Abstract There has been a surge of interest in the geography of children and childhood. With it has come a growing awareness that children form a marginalised and subordinate group in (adult) society. A culture of non-participation by young people is endemic within the United Kingdom. For the most part, young people are provided with few opportunities to engage in discussions about their economic, social and environmental futures and seldom given chances to express their preferences outside of adult-dominated institutions. It would seem that participation is still conceived to be an adult activity. In this paper, we consider competing perspectives on the appropriateness and capability of children to participate and the form that participation should take; we then examine young people’s participation and representation within the UK at the national level and consider some recent initiatives which encourage closer involvement at a local level; we discuss examples within mainland Europe where the political participation of children has been taken more seriously and where working mechanisms by which children are politically enabled are further developed; and lastly, we engage in further cross-cultural comparison in order to see whether ideas about children’s participation and involvement in public life extends beyond ‘the west’. By making such comparison we seek both to inform the debate on children’s participation and representation within the UK and to draw attention to how an understanding of children’s political engagement contributes to an emerging geography of children and childhood.

Children and regeneration: setting an agenda for community participation and integration

Unlike other marginalised groups children are often not in a position to enter into dialogue with adults about their community needs and environmental concerns. Despite the current emphasis on involving communities in the regeneration of their own neighbourhoods, young people are still seemingly invisible in decision-making processes. This paper looks at recent attempts to increase public participation in local decision-making, proposes a typology of community action that recognises the different ways in which children may be drawn into the process of neighbourhood renewal and offers a set of recommendations that, if taken up, provide an agenda that will strengthen the active social commitment of young people in general. Copyright

Mapping for Wheelchair Users: Route Navigation in Urban Spaces

Abstract Navigation around urban areas is often constraining for the mobility-impaired due to the fabric of the urban landscape, and there is a need to provide maps tailored to individual abilities. Barriers to effective navigation, such as slope, surface type and dropped kerbs, differ for able-bodied pedestrians and wheelchair users. This study identifies and quantifies such differences, and develops a Geographical Information Systems (GIS) network model for the creation of accessibility maps for wheelchair users. The measurement of barriers uses Digital Elevation Models, calculation of rolling resistance, and surveys in the field using hand-held GIS. A spatial database has been constructed which contains the pedestrian route network and barriers to navigation. A GIS application runs the model, providing a user-friendly interface to define and calculate routes through the pedestrian route network that take account of impedances to accessibility. The model, application and interface has been tested with wheelchair users and the route selection provides a good correspondence with patterns of route finding already established through experience. The interface and individually tailored maps generated, provide a tool suitable to assist wheelchair users new to an area; to enable better navigation for existing users, and a means for planners to consider the way in which access is restricted for wheelchair users in their designs for more inclusive urban environments.

Another white elephant? Youth councils as democratic structures

UK society has probably never witnessed the kind of activism now emerging to tackle the roots of age-based discrimination and inequality. Everyone appears to be consulting and listening to children. The most favoured response by statutory and voluntary agencies for encouraging children and young peoples participation has been the setting up of youth councils. This paper considers the extent to which youth councils enable participatory citizenship and democratic participation. In so doing, the commonplace suggestion that young people exhibit a lack of enthusiasm for involvement in ‘political’ matters and issues of local representation is challenged. The concept of active citizenship is mobilised to highlight particular ethical and methodo logical issues that need to be addressed at a local level if successful partner ship working that includes young people is to be achieved.

Modelling Access with GIS in Urban Systems (MAGUS): capturing the experiences of wheelchair users

Access and mobility are important dimensions of quality of life. For wheelchair users, everyday trips are often fraught with problems, with many barriers imperceptible to the able-bodied, hindering or totally restricting movement. This paper describes a project undertaken with wheelchair users, which has developed, tested and applied a Geographic Information System model. This model acts both as a navigational device for wheelchairs users 2013 enabling them to make informed route choices through urban places 2013 and as a decision support and planning tool for urban planners 2013 making visible the ways in which built environments are often distorted and hostile spaces for wheelchair users.

Learning in small groups in university geography courses: designing a core module around group projects

Abstract As class sizes have increased and staff‐student ratios have worsened, group work has been seen as one way in which the quality of the learning experience for students may be maintained or improved. This paper focuses on the use of learning in small groups to undertake geography projects. We explore how the advantages for students and staff of learning through group project work may be achieved, and how the potential disadvantages can be reduced or overcome. This is done in the context of a case study of a course for final‐year undergraduate geography students which the authors taught for two years at Coventry University, UK, which was designed around a field course and two eight‐week group projects.

The thick sandwich: still on the menu

Abstract The conception, inception, progress and future of a unique year‐long sandwich element in a geography degree course at Coventry University is reviewed against the backdrop of appropriate statistical information. The placement, which originated as a result of academic politics and took its format from an existing scheme, has been in operation for 20 years. Early on, paid placements in financial, professional and business services were of considerable importance. Later years have seen the growth of a wider range of employment related to geographical issues, and increased use of statutory grant‐aid. Graduates with professional training have had more success than those without it in obtaining employment. Recent innovations include a Certificate of Professional Training, linked to which is a learning contract and a profile‐based assessment.