Left in the Waiting Room of History?

Finn, Matthew D.; McEwan, Cheryl

doi:10.1080/1369801x.2013.858984

Cited by 3 publications

(1 citation statement)

References 12 publications

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“…69 Progress is read as varying spatially and as originating in certain places (and with certain people) and moving beyond these bounds being shared through the spreading goodness of civilising missions. Where the story resonated with stagist evolutional theories of human development (and child development 70 ), it figured strongly in colonial (and neo-colonial) imaginaries and has been strongly critiqued. 71 Progress as good change is held, in this view, to predominate through the spread of ideas which bear the burden of European thought.…”

Section: The Turn To Progressmentioning

confidence: 99%

Atmospheres of progress in a data-based school

Finn

2015

cultural geographies

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In this article, I seek to extend the geographies of education, youth and young people by offering an account of the significant shifts taking place in contemporary English state education around the production and use of data. I present material from pupils, for whom the changes are putatively made, whose voices are absent in existing educational and sociological literature on data in schools. I do this through an exploration of one specific feature of school datascapes: the use of data to create and maintain a sense of 'progress'. This is not progress solely as developmental fact, logic, ideology or discourse but as felt. This article draws attention to profound changes to cultures of education that are evinced in relation to contemporary proliferations of data, contributes to theorisations of affective atmospheres in geography and how they come to be known (as a question of both experience and method), and it advances a novel theorisation of progress 'after the affective turn'.

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Section: The Turn To Progressmentioning

confidence: 99%

Atmospheres of progress in a data-based school

Finn

2015

cultural geographies

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‘Childhood is measured out by sounds and sights and smells, before the dark of reason grows’: children’s geographies at 12

Philo

2016

Children's Geographies

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This Keynote essay argues for a supplement to existing studies in children's geographies, one that explores the potential of a non-child-centric children's geography alert to the work done by the figure of 'the child' in all manner of worldly situations. Taking a cue from the poetry of John Betjeman, notably his 1960 Summoned by Bells, the essay considers both the intimate spaces of childhood -ones gauged by the immediacies of 'sounds and sights and smells' -and the challenges posed by a wider world raddled by adult preoccupations and abuses, those characterised by Betjeman as stemming from 'the dark of reason'. The essay builds from this foundation to address the 'darkness' in two sets of Nazi children's wartime geographies, as well as engaging with the complexities of Theodor Adorno and Max Horkheimer's claims, in the horizon of WWII, about the 'dialectic of enlightenment'. Within the latter -and also, notably, in Adorno's later writing -the figure of 'the child' surfaces as one miniscule crumb of hope, of experiencing and knowing the world otherwise, set against the face of adult Enlightenment's seemingly inevitable decay. At the close, Adorno's own brief dalliance with imagining a small slice of children's geographies allows the essay to arc back towards its original claims, and to a renewed sense of why childhood 'sounds and sights and smells' continue to matter far beyond just the domain of geographers researching children.

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Race and the Geographies of Education: Markets, White Tone, and Racial Neoliberalism

Hunter

2019

Annals of the American Association of Geographers

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Left in the Waiting Room of History?

Cited by 3 publications

References 12 publications

Atmospheres of progress in a data-based school

Atmospheres of progress in a data-based school

‘Childhood is measured out by sounds and sights and smells, before the dark of reason grows’: children’s geographies at 12

Race and the Geographies of Education: Markets, White Tone, and Racial Neoliberalism

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