Diverse spaces of childhood and youth: gender and other socio-cultural differences

Geography teacher educators' perspectives on the place of children's geographies in the classroom

“…Whilst agreeing with this teacher educator, and the 'A Different View' manifesto, we also argue that drawing on academic literature in children's geographies, and being familiar with (international) policies designed to empower, and enable, children (such as the United Nation's Convention on the Rights of the Child (UNCRC, 1989)), are also necessary to enable teachers to fully understand the power, and potential, of drawing on children's geographies to enhance geography education. The absence of reference to these literatures by geography teacher educators in this research, is suggestive of the wider existence of 'gated communities' (Horton, Kraftl and Tucker, 2008;Evans and Holt, 2011), restricting the range and terms of debate, inadvertently restricting access and interactions between communities, even when they have a shared (research) interest of mutual benefit.…”

Introduction: young people, gender and intersectionality

“…Intersectionality is now used more regularly in feminist geography (Brown 2012;Peake 2010;Rodo-de-Zarate 2013a), including: in work about masculinities (Hopkins and Noble 2009;Meth and McClymont 2009), age (Hopkins 2010;Hopkins and Pain 2007;Rodo-de-Zarate 2013b) and the intersections between these (Hopkins 2007;Richardson 2013;Tarrant 2010). Much feminist-inspired youth research also adopts an intersectional approach (Evans 2008;Evans and Holt 2011) and this themed section continues this tradition. We contend that caution is needed with regard to how intersectionality is employed in research, especially given that it is a 'buzzword' (Davis 2008) that can easily be included in research without much critical reflection.…”

The emotional geographies of belonging: children’s intersectional identities in primary school

“…An expanding body of research has begun to explore the role of emotions for children's social identities by investigating emotional aspects of race and ethnicity (Zembylas 2011), gender (Gordon 2006), and there is a growing body of literature on class-based identities and material cultures (e.g. Ridge 2002;Lareau 2003;Reay 2005;Tudge 2008;Ahn 2010;Evans and Holt 2011;Holt, Bowlby, and Lea 2013). Children's emotional geographers have highlighted the complexity of multiple identities by exploring, for example, migrant children's feelings of belonging in advantaged or disadvantaged neighbourhoods (den Besten 2010), young people's gendered, classed and raced experiences of citizenship and participation in particular locations (Wood 2013), or the gendered and raced emotions involved in girls' identities and relationships in schools (Haavind et al 2014).…”