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

Kustatscher, Marlies

doi:10.1080/14733285.2016.1252829

Cited by 37 publications

(15 citation statements)

References 42 publications

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“…the atmosphere of a place, and the interplay between people, affects the emotions that emerge, and vice versa. Previous studies highlighting children's meaning-making in relation to school space have explored their emotions in relation to, for example, institutional power (Procter 2013) and social identities (Kustatscher 2017). Within the context of food and eating in school, emotions have understood as being produced in and affect food and eating practices at school (Dolphijn 2004).…”

Section: Conceptual and Theoretical Frameworkmentioning

confidence: 99%

The lived experiences of school lunch: an empathy-based study with children in Sweden

Berggren

Olsson

Talvia

et al. 2019

Children's Geographies

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School lunch is in general regulated through policies and agendas constituted by the perspectives of adults. In this article, we focus on children's lived experiences of school lunch with a special emphasis on emotions and how they relate to social and physical dimensions. This study draws on empathy-based stories written by 10-11 year olds (n = 171) from schools in Sweden. We identified three themes: Interaction and exposure, Routines and restrictions and Food and eating. The children's lived experiences of school lunch and the emotions attached to them are closely associated and intertwined with the socio-spatial dimension of school lunch. A pleasant meal experience seems to require harmonization between the physical and social space whilst negative experiences contain tensions between them, something that actors working with school lunch and school lunch environments should take in consideration when resourcing, planning and scheduling school lunch, and also when designing new school restaurants. ARTICLE HISTORY

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Section: Conceptual and Theoretical Frameworkmentioning

confidence: 99%

The lived experiences of school lunch: an empathy-based study with children in Sweden

Berggren

Olsson

Talvia

et al. 2019

Children's Geographies

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“…There are studies dealing with belonging in the context of school [19][20][21][22]. Belonging to school, defined as students' feeling acceptance, respect, support and inclusion in the social environment of school, has a significant effect on academic motivation, bonding and engagement.…”

Section: Introductionmentioning

confidence: 99%

Investigation of the Correlation between Belonging Needs of Students Attending University and Well-being

Karaman¹,

Tarim²

2018

ujer

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Belonging is one of the basic psychological needs dealt with by many conceptualists. In different contexts the need to belong may be met at different levels. In this study the affiliation of 276 university students (178 females 64.5%, 98 males 35.5%) to their university was dealt with. The aim of this study is to investigate the correlation between the students' belonging to the university and well-being levels. Students in the research group were aged from 18 to 26 years, with mean age of 20.7 and standard deviation of 1.53. The group included 111 (40.2%) first year students, 95 (34.4%) second year students, 46 (16.7%) third year students and 24 (8.7%) fourth year students. Of students, 16 (5.8%) had poor economic status, 157 (56.9%) had moderate, 94 (34.1%) had good and 9 (3.3%) had very good economic status. The data collection tools of the Belonging to the University Scale and PERMA Profiler were used along with a personal information form. Analysis in the research used the multiple regression analysis and correlation techniques. According to the analysis results, the belonging to the university subdimensions of identification, expectation and motivation had a low level and significant correlation with well-being and these three subdimensions explained 15% of well-being. Additionally, there were significant correlations determined between belonging to the university, well-being, identification, meaning and health variables. In conclusion, as the belonging to the university level increases, it is considered university students' well-being levels will increase.

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“…This means that both practice-oriented and academic discussions about children's social class identities cannot take place without talking about other aspects of their identitiesgender, race, ethnicity etc. There is a risk of slipping back into more comfortable discussions of 'diversity' and multiculturalism, at the expense of naming and challenging inequalities based on class, race or gender (Kustatscher, 2015;2016).…”

Section: Discussion: Towards Naming and Challenging Social Class And mentioning

confidence: 99%

Young children’s social class identities in everyday life at primary school: The importance of naming and challenging complex inequalities

Kustatscher

2017

Childhood

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This article explores young children's social class identities in the context of a Scottish primary school, highlighting the ambivalent institutional discourses around 'diversity' and social class in the school context. Drawing on ethnographic fieldwork with 5-7 year-olds, it shows the emotional and embodied aspects through which social class differences are performed in the children's intra-and intergenerational interactions, and the implications for the children's relationships and experiences in school. The study shows that practitioners need to name and address social class differences, in intersection with gender, race and ethnicity, and involve young children themselves in discussions about identities and inequalities.

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

Cited by 37 publications

References 42 publications

The lived experiences of school lunch: an empathy-based study with children in Sweden

The lived experiences of school lunch: an empathy-based study with children in Sweden

Investigation of the Correlation between Belonging Needs of Students Attending University and Well-being

Young children’s social class identities in everyday life at primary school: The importance of naming and challenging complex inequalities

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