“…Many researchers continue the tradition of using quantitative methods for spatial planning (Johnston, Burgess, Wilson & Harris, 2006;Taylor, 2001), but this is now augmented by in-depth, often qualitative, studies of the contested and contingent nature of state policy, and the difference the peopling of the state makes to the emergence of policy in practice (Holloway & Pimlott-Wilson, 2012). Moreover, the strength of research on Children, Youth and Families in the Anglophone tradition and Geographien der Kindheit and Jugendgeographien in German research, has seen greater attention paid to the role of the formal and informal curriculum in shaping young people's and parents' spatial and social identities, reflecting on both their experiences of education in their present and its implications for their future life-worlds (Sidorov, 2009;Bauer, 2010;Bauer & Landolt, 2018, Schaefli, Godlewska & Lamb, 2019Kučerová, Kučera & Novotná, 2018;Holt & Bowlby, 2019).…”