Nadia von Benzon

Who's afraid of the big bad woods? Fear and learning disabled children's access to local nature

Childrens access to the natural environment has been an issue of interest in policy and the media in recent years, with headline grabbing phrases such as “nature deficit disorder” (Louv, R., 2008. Last child in the woods: saving our children from nature-deficit disorder. Algonquin: New York) being applied to the consequences of contemporary childrens absence from natural environments. This paper presents some of the initial findings of a research project seeking to address learning disabled childrens relationship with the natural environment. Through conducting inclusive and direct research with learning disabled children,1 this paper presents unique findings concerning the accessibility of natural environments, particularly focusing on the perceived vulnerability of learning disabled children, and the supposed dangers of and in natural spaces. This discussion provides an alternative perspective from a usually silent group, which should be given weight in local environment management policies. The work also has value for the broader social science community, in illustrating the potential for the direct involvement of learning disabled children in research.Childrens access to the natural environment has been an issue of interest in policy and the media in recent years, with headline grabbing phrases such as “nature deficit disorder” (Louv, R., 2008. Last child in the woods: saving our children from nature-deficit disorder. Algonquin: New York) being applied to the consequences of contemporary childrens absence from natural environments. This paper presents some of the initial findings of a research project seeking to address learning disabled childrens relationship with the natural environment. Through conducting inclusive and direct research with learning disabled children,1 this paper presents unique findings concerning the accessibility of natural environments, particularly focusing on the perceived vulnerability of learning disabled children, and the supposed dangers of and in natural spaces. This discussion provides an alternative perspective from a usually silent group, which should be given weight in local environment management policies. The work...

‘I fell out of a tree and broke my neck’ : acknowledging fantasy in children’s research contributions

Creative and increasingly playful methods are now widespread in geographical research with children. These methods, encouraging imagination and fun, may illicit fantastical responses from children. However, ‘untruths’ in research contributions continue to be considered as reflective of failures in the research process. By ignoring untrue contributions we risk losing valuable data and silencing one form of childrens voices. This paper calls for considered discourse on how imagination and fantasy might be included in analysis of research outcomes.Creative and increasingly playful methods are now widespread in geographical research with children. These methods, encouraging imagination and fun, may illicit fantastical responses from children. However, ‘untruths’ in research contributions continue to be considered as reflective of failures in the research process. By ignoring untrue contributions we risk losing valuable data and silencing one form of childrens voices. This paper calls for considered discourse on how imagination and fantasy might be included in analysis of research outcomes.

Moving on from ramps? The utility of the social model of disability for facilitating experiences of nature for disabled children

Experiences of nature have been shown to be beneficial for disabled children; however, opportunities for disabled children to experience nature are often limited. The social model of disability may provide a theoretical base for increasing access to nature for pupils at Special Educational Needs (SEN) schools. Using results from interviews conducted with teachers from seven SEN schools, considered alongside responses from interviews with staff from six environmental centres, this paper seeks to identify the specific constraints that may act upon the opportunities for disabled pupils to visit environmental centres. The research finds that a ‘medicalised’ approach to access may impede upon environmental centres’ ability to cater effectively to the needs of SEN school groups. Dialogue between environmental centres and SEN school teachers is recommended as a means of facilitating SEN school group access.Experiences of nature have been shown to be beneficial for disabled children; however, opportunities for disabled children to experience nature are often limited. The social model of disability may provide a theoretical base for increasing access to nature for pupils at Special Educational Needs (SEN) schools. Using results from interviews conducted with teachers from seven SEN schools, considered alongside responses from interviews with staff from six environmental centres, this paper seeks to identify the specific constraints that may act upon the opportunities for disabled pupils to visit environmental centres. The research finds that a ‘medicalised’ approach to access may impede upon environmental centres’ ability to cater effectively to the needs of SEN school groups. Dialogue between environmental centres and SEN school teachers is recommended as a means of facilitating SEN school group access.

Confessions of an inadequate researcher: space and supervision in research with learning disabled children

Abstract Location is often at the fore of decision-making regarding fieldwork and choice of methods. However, little research has directly discussed the importance of the choice of site in the production of research data, particularly concerning the way that different relationships will manifest between researcher and participant in different spaces. Site may be particularly important in research with (learning disabled) children, as research location is intertwined with the level of caregiving required from the researcher, and the sorts of surveillance the research engagement may be subject to. This paper draws on research with learning disabled 6–16-year olds that took place in homes, schools and the outdoors, in a variety of microgeographical locations from bedrooms to nature reserves. This paper reflects on the challenges, including the very ‘worst’ research moments, occurring in the different research environments. Whilst the research was carried out with learning disabled children and young people, the discussion has implications for research with non-disabled children and ‘vulnerable’ participants more broadly.AbstractLocation is often at the fore of decision-making regarding fieldwork and choice of methods. However, little research has directly discussed the importance of the choice of site in the production of research data, particularly concerning the way that different relationships will manifest between researcher and participant in different spaces. Site may be particularly important in research with (learning disabled) children, as research location is intertwined with the level of caregiving required from the researcher, and the sorts of surveillance the research engagement may be subject to. This paper draws on research with learning disabled 6–16-year olds that took place in homes, schools and the outdoors, in a variety of microgeographical locations from bedrooms to nature reserves. This paper reflects on the challenges, including the very ‘worst’ research moments, occurring in the different research environments. Whilst the research was carried out with learning disabled children and young people, t...

Research relationships and responsibilities: ‘Doing’ research with ‘vulnerable’ participants: introduction to the special edition*

Abstract For some decades now, human geography has sought to engage with the narratives of those deemed least powerful in society. This interest in the experiences of those who have traditionally been sidelined from political agendas has been part of move towards an increasingly critical approach to the social sciences, and ultimately as a way of using the academy as a tool for social justice. Researching the experiences of socially, politically and economically marginalised groups of people, is no longer a new endeavour. What is new, however, is the rapidity in the growth of interest of researchers seeking to engage with these populations, and the variety of the toolkit of methods, for research and analysis, available to support this engagement. Whilst this special edition seeks to draw out and explore a variety of novel approaches to research methods and practice, the particularly unique contribution presented by this publication is a candid exploration of the ethical challenges of engaging with populations identified as ‘vulnerable’ as expressed through the discussion of first-hand fieldwork experience.AbstractFor some decades now, human geography has sought to engage with the narratives of those deemed least powerful in society. This interest in the experiences of those who have traditionally been sidelined from political agendas has been part of move towards an increasingly critical approach to the social sciences, and ultimately as a way of using the academy as a tool for social justice. Researching the experiences of socially, politically and economically marginalised groups of people, is no longer a new endeavour. What is new, however, is the rapidity in the growth of interest of researchers seeking to engage with these populations, and the variety of the toolkit of methods, for research and analysis, available to support this engagement. Whilst this special edition seeks to draw out and explore a variety of novel approaches to research methods and practice, the particularly unique contribution presented by this publication is a candid exploration of the ethical challenges of engaging with populati...