Measuring negative sense of place: Israeli settlers’ forced migration

Shamai, Shmuel

doi:10.1007/s10708-017-9842-3

Cited by 15 publications

(14 citation statements)

References 31 publications

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“…An individual may feel dependent on the place for certain facilities, such as offering a place to work and live, or expected social norms and activities from the community members. Though often discussed as a positive concept, a sense of place can conceptualise a negative or ambivalent people-place relation ( see Shamai 2018). For example, an individual may develop a negative view of sense of place as certain features of place are in contrast interaction with the self-identity or because the place and community do not reflect the person's needs and values.…”

Section: Discussionmentioning

confidence: 99%

“…However, again, it is unclear how place attachment is interrelated to, or reflects the structure of, the sense of place concept. Imagining a positive holistic concept, which can contain negative components, seems ambiguous, but as empirical evidence indicates, in placemeaning practices, undesirable experiences and outcomes can erode the sense of place and provoke negative feelings and even anger that contribute to conflictual or destructive attitudes towards a place (see Shamai, 2018;Erfani 2020;Erfani and Bahrami 2022). Place attachment, place identity, and place satisfaction can be counted as the elements of sense of place, although these components may have various validity in social psychology.…”

Section: The Review Of Sense Of Placementioning

confidence: 99%

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Reconceptualising Sense of Place: Towards a Conceptual Framework for Investigating Individual-Community-Place Interrelationships

Erfani

2022

Journal of Planning Literature

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While sense of place has been increasingly used in planning literature over the last five decades, its conceptualisation varies by discipline and theoretical orientation, with disjointed elements. This study develops a three-theme conceptual framework articulating individual-community-place interrelationships by critically reviewing the literature on sense of place and place-based constructs of attachment, identity, and satisfaction. Theorising the interactions in-between contributes to theoretical debates on sense of place and developing conceptual clarity to understand the planning context, processes, and outcomes, informing decision- and policy-making. It also facilitates the analysis and synthesis of complex narratives in qualitative studies of people-place relations.

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Section: Discussionmentioning

confidence: 99%

Section: The Review Of Sense Of Placementioning

confidence: 99%

Reconceptualising Sense of Place: Towards a Conceptual Framework for Investigating Individual-Community-Place Interrelationships

Erfani

2022

Journal of Planning Literature

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“…Although all of these components may construct a positive sense of place, they can also build a negative one. When certain features of the place are in conflict with a person's self-identity or the place/community does not meet their expectations, a negative sense of place may develop (Kyle et al, 2004;Shamai, 2018).…”

Section: Sense Of Placementioning

confidence: 99%

Sense of place as an investigative method for the evaluation of participatory urban redevelopment

Erfani

2020

Cities

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This study uses 'sense of place' as an investigative method to evaluate the process and outcomes of participatory urban redevelopment in a low-income residential area of inner-city Tehran. Property owners participated in the redevelopment of their area by assembling their smaller pieces of land into larger developable parcels. Photo-elicitation methods and in-depth interviews were employed with resident participants. At different stages of this process, and in relation to different outcomes, participants narrated varying and even contradictory senses of place. They were proud to feel re-identified with their redeveloped place, because of their individual and collective involvement in a process that improved the socio-spatial conditions of their living spaces. Participants perceived loss and detachment from their place when they were unable to keep and/or re-establish the cognitive-affective-conative meanings they attached to their place. This was a result of overlooking their 'experiential perspective' in the construction of place and rapid transformations.

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“…The philosophy of phenomenology in relation to place conflicts with positivist views that place can be measured, or predictive factors identified that measure some degree of place attachment (Jorgensen & Stedman, 2001;Lewicka, 2011a;Shamai, 1991Shamai, , 2018Shumaker & Taylor, 1983;Williams et al, 1992). Seamon's (2021) phenomenological stance argues that place attachment is interdependent with other aspects of place, cultural qualities, rootedness in place, degree of personal and social involvement, quality of life, environmental aesthetics, and individual and group identity with place (Manzo & Devine-Wright, 2021;Shumaker & Taylor, 1983).…”

Section: How Place Is Constructed Phenomenologicallymentioning

confidence: 99%

“…Manzo, 2003). Places can be unfavorable, as determined by a lifetime of experiencing feelings, collecting memories, and associating values and emotions (Lamoureux-St-Hilaire & Macrae, 2020; Shamai, 2018).…”

Section: Positive and Negative Place Attachmentmentioning

confidence: 99%

Toxic schools? Teacher perceptions of indoor air quality and negative place attachment

Loraas¹

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The perception of indoor air quality (IAQ) in school buildings has garnered much attention. The self-reported experiences of teachers regarding the phenomenon of suffering from toxic IAQ was missing from scholarly work before the onset of the coronavirus. Toxic IAQ can be defined as the presence of toxic chemicals or compounds (including biological) in the air at levels that pose health risks and can affect a person's health, comfort, and performance (Environmental Protection Agency [EPA], 2018a). Since the onset of the pandemic, teachers are leaving the workforce in unprecedented numbers due to poor working conditions, unreasonable demands, and unrealistic expectations (Steiner and Woo, 2021). Addressing teacher retention is critical to stymie continuing teacher shortages and the adverse impact on students. This sequential mixed-methods study confronts the gap between place theory, specifically the negative emotional person-place bond, and perceived IAQ in public school buildings. Little research has been presented on the role the physical workplace has on teacher well-being and whether psychosociological environmental relationships can predict place attachment outcomes. The question of how teacher perceptions of IAQ relate to negative place attachment was explored using survey research of 242 educators in four public school districts in the Midwest. Survey data was collected April-May of 2021, with 13 follow-up purposive interviews, with the criteria of teachers' presenting negative place attachment feelings, during August 2021. The research revealed the more teachers realize their health concerns about toxic IAQ in their workplace, the more negative place attachment they feel. This involves the process of grieving, and feeling frustrated, angry, exhausted, and confused, like separation and divorce. When a teacher has crossed a threshold of divorced feelings toward the school building, they make choices: to stay employed, assigned to their building, feeling negative place attachment, ask to be reassigned, or leave. The two significant predictors of negative place attachment revealed through stepwise linear regression, were physical "healthy building" attributes and health concerns about the IEQ/IAQ in the school environment. Teachers' perceptions of aged buildings as being unhealthy, including the inoperability of classroom windows, aged carpet, and lack of ventilation were better understood by understanding what it means to occupy a workplace teachers perceive to have toxic IAQ. Employees with health conditions experienced feelings of being misunderstood, not taken seriously, and additionally faced a host of complicated social interactions with their administrators, co-workers, and family because of health ailments they attributed to their workplace. The study resulted in the creation of two new theoretic models: a revisiting of Tripartite Model of Place Attachment to include place detachment, the threshold crossed in absentia of any place attachment feelings, and an epidemiological model for addressing indoor air quality in schools and suggested interventions for practice. While these models help to develop methods, redress, and identification for negative place attachment due to indoor air quality, it was not possible to identify a consistent predictor of negative place attachment. This suggests that the themes identified in the interview process alongside a predictor model can help identify schools where intervention is essential.

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Measuring negative sense of place: Israeli settlers’ forced migration

Cited by 15 publications

References 31 publications

Reconceptualising Sense of Place: Towards a Conceptual Framework for Investigating Individual-Community-Place Interrelationships

Reconceptualising Sense of Place: Towards a Conceptual Framework for Investigating Individual-Community-Place Interrelationships

Sense of place as an investigative method for the evaluation of participatory urban redevelopment

Toxic schools? Teacher perceptions of indoor air quality and negative place attachment

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