Flashcards
Chapter 1 - Book 3
Cards in this deck (17)
- 1Children and young people’s experience of spaces and places will depend on a variety of different factorsgender, age, geographical location and economic status
- 2collecting lichen in the Indian Himalayas it was clear that children in this village experienced the forest very differentlyFor example young unmarried girls in the forest as a place where they can socialise, have fun and discuss subjects which were taboo in the village. In comparison the older married girls did not have time to have fun or socialise due to their mother in laws awaiting a return - This example shows how one place can be experienced very differently depending on different social interactions and processes which take place.
- 3Jenks (2005) cited in (Clark and Gallacher, 2013) suggests, that children are often associated with certain settings and places exclusive to childrensuch as, parks, school and their home
- 4if children are seen outside the settings it is assumed they are in the wrong place. Jenks refers to children using the notion of “weeds”,weeds and children are particularly recognisable when they are in an environment which is considered out of place, in particular when children are seen alone and not accompanied by an adult
- 5childhood also defines which social spaces are accessible and acceptable for children to experiencechildren and young people are often encouraged to avoid public spaces due to concerns such as traffic and strangers and are therefore told to stay at home under adult supervision
- 6Jenks (2005) maintains, children and young people are often accused of invading adult territories and spacesthere is much controversy as to what defines an adult’s space, for example “public spaces” should be free for anyone to access and enjoy
- 7children are not only seen as in danger or vulnerable in public spaces, but adults often fear young people in public spaces and view them with much suspicionYoung people often find refuge in the streets particularly in the evening as a space where they can socialise and pursue their own agendas
- 8Young people are often subject to surveillance at home and in schooltherefore a public space such as the street becomes a private space where they can be without supervision
- 9Although young children can experience public spaces in a different manner to adults this is not seen as a threat as opposed to young peoplein the same situation who are viewed as dangerous and out of control. Cahill (1990) suggests, that adults are quick to assume that young people are up to no good when they are in public spaces
- 10Baumgartner (1988) states, adults frequently tried to remove all potential threats of teenagers on the streets by imposing curfews, making them feel unwelcome and involving the police to move them out of public spacesthe police mention that requests from the public to remove young people to complain about their behaviour in public spaces occupies most of their shift and the problem doesn’t seem to go away
- 11public spaces are not open freely for teenagers to interact and experience as they wishinstead adults decide the appropriate use of public spaces and the behaviour which is acceptable such as the traditional notion “children should be seen and not heard”
- 12public spaces are in fact spaces which many adults believe they have the exclusive use ofSuggesting that, all age groups are not equal and thus, children but particularly teenagers should obey the rules and regulations set by adults in public spaces
- 13adults frequently accused children and young people of misbehaving and being up to no good public spacesA group of boys aged 13 to 14 mention they regularly get asked to move from spaces such as supermarkets because they are allegedly causing trouble or loitering.
- 14playgrounds are designed with adults imposed ideas of correct behaviours, agendas and play for children Kozlovesky (2008)two sides to the story of play, one which suggests play is unplanned, fun and free and on the other hand modern play is also influenced by social political and educational goals meaning playgrounds are designed in a certain manner which restricts certain types of free play and tries to limit the amount of danger involved in play
- 15most spaces are designed to be used by a wide range of people for different interactions and at different agesGallachers (2005) study of a Scottish day nursery showed how the toddler room could be viewed by adults and children differently because of their different interests and agendas. For example it appeared that the toddler room had a very structured definition of the different activities that were to take place in their to support children’s educational and personal needs and to enable the smooth running of the nursery. However, it was also clear that the children could also change the structure to use the equipment’s and space how they wanted and in turn produce their own routines and activities
- 16Children and young people also need to negotiate the spaces they share with each other and often there is conflict over how they share certain spaces and placeschildren claim micro spaces such as climbing frames stats and bus shelters and some children were excluded or not welcome depending on their age
- 17Gang territories is also another way children find themselves excluded or unwelcome from certain areas within their communityfor example in the map drawn by a 15-year-old girl in Bradford it is clear that the city was divided into gangs according to ethnic background and religion in addition in glass go gangs were not created due to religion or ethical backgrounds but purely on territories of where people lived this fear of crossing boundaries were so extreme some young people refused to take part in leisure activities across different streets