Planning for Resilience: Urban Nature and the Emotional Geographies of Children’s Political Engagement

Joassart‐Marcelli, Pascale; Bosco, Fernando J.

doi:10.1057/9781137415608_6

Cited by 3 publications

(2 citation statements)

References 42 publications

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“…One of the most longstanding concerns has been with the evidential bases for claims made about the efficacy of “connecting” children with nature (Faber Taylor & Kuo, ). Relatedly, geographers have critiqued the overly emotional nature of debates about childhoods–natures, the privileging of “local” forms of connection, which efface more outward‐looking ethics of place (Joassart‐Marcelli & Bosco, ), and underlying (normative) assumptions about bodily size, food technology and play (e.g., Punch et al., ). Simultaneously, geographers have been at the forefront of attempts to unpick normative discourses of childhoods–natures – whether through critiques of rural or wilderness imaginaries associated with children (Jones, ), of the biopoliticisation of children's “natures” through the psy‐disciplines (Kraftl, ), or through new‐materialist scholarship that has, increasingly, sought to witness the multiple, dynamic ways in which childhoods and non‐human natures are co‐constituted, co‐mingling, intra‐active (Kraftl, ; Taylor et al., ).…”

Section: (Re)thinking (Re)connection: Childhoods–natures and Nexus Thmentioning

confidence: 99%

(Re)thinking (re)connection: Young people, “natures” and the water–energy–food nexus in São Paulo State, Brazil

Kraftl

Balestieri

Campos

et al. 2018

Trans Inst British Geog

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This paper critically analyses pervasive contemporary discourses that call for children and young people to be “reconnected” with nature and natural resources. Simultaneously, it reflects on emerging forms of nexus thinking and policy that seek to identify and govern connections between diverse sectors, and especially water, energy and food. Both of these fields of scholarship are concerned with connections, of different kinds, and at different spatial scales. Based on a large‐scale, mixed‐method research project in São Paulo State, Brazil, this paper explores how these rather different literatures could be combined in order to (re)think notions of (re)connection that operate across different spatial, political and material registers. Through research with Brazilian professionals and young people about their experiences of, and learning about, the water–energy–food nexus, the paper makes several substantive contributions to scholarship on childhood, youth, environmental education and nexus thinking. Centrally, it is argued that, rather than dispense with them, there are manifold possibilities for expanding and complicating notions of (re)connection, which rely on a more nuanced analysis of the logistical, technical, social and political contexts in which nexuses are constituted. Thus, our work flips dominant forms of nexus thinking by privileging a “bottom‐up” analysis of (especially) young people's everyday, embodied engagements with water, food and energy. Our resultant findings indicated that young people are “connected” with natures and with the water–energy–food nexus, in both fairly conventional ways and in ways that significantly extend beyond contemporary discourses about childhoods–natures (and particularly in articulating the importance of care and community). Consequently, the nexus approach that is advocated in this paper could enable more nuanced, politically aware conceptualisations of (re)connection, both within and beyond scholarship on childhoods–natures and nexus thinking.

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Section: (Re)thinking (Re)connection: Childhoods–natures and Nexus Thmentioning

confidence: 99%

(Re)thinking (re)connection: Young people, “natures” and the water–energy–food nexus in São Paulo State, Brazil

Kraftl

Balestieri

Campos

et al. 2018

Trans Inst British Geog

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“…. ), being relational, externally produced, and transformative’ (Joassart-Marcelli and Bosco, 2015: 92). To sum up, emotions and feelings are an important dimension of learning, as they influence this process by facilitating, blocking or structuring knowledge, even if words are often inadequate to describe them (Moon, 2013).…”

Section: Emotions Children and Disastersmentioning

confidence: 99%

Fierce flames: Evoking wildfire disaster emotions through children’s drawings

Ribeiro

Silva

2021

Global Studies of Childhood

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In the aftermath of catastrophes, art based participatory research has proven to be a useful tool for evoking emotions and knowledge in affected children, as well as for informing risk education and recovery psychology practices. Framed by disaster risk reduction and environmental philosophy, this article analyses a sample of drawings produced by schoolchildren aged 6–10 years old affected by the wildfires of October 2017 in the central inland region of Portugal, obtained using a ‘draw and write’ technique. The children’s narratives expressed concerns for their own safety and that of others, as well as concern for ecological damage. Emotional distress was also reported. The verbal statements accompanying the drawings helped the children to express their narratives carefully, allowing them to become active participants in their own process of thinking about the phenomena. We argue that children’s drawings constitute a valuable methodology to access children’s experiences after a disaster, as their visual richness reaches more than humans worlds. We recommend training for professionals, age-appropriate levels of informational support and a children’s disaster intervention model.

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