Changing children's geographies
Changing children's geographies
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DOI：
10.1080/14733285.2014.930414
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发表时间：
2014-01-01
影响因子：
2.3
通讯作者：
Holloway, Sarah L.
中科院分区：
文献类型：
--
作者：
Holloway, Sarah L.
本主题演讲探讨了儿童地理作为一个学术项目不断变化的性质。它分为四个部分。第 1 部分考虑了儿童空间认知研究的转变，该研究主要从生物学角度设想儿童，并思考当代重塑自然/文化二元论的努力。第二部分追溯了新的儿童社会研究与地理学的结合，强调了儿童声音的重要性、他们在权力轴心内的定位，以及定量和定性方法的必要性。第三部分探讨了女权主义研究如何引起人们对塑造儿童生活以及被儿童生活所塑造的父母、教育工作者和其他行动者/机构的兴趣。第 4 部分思考儿童地理可能会为更广泛的跨学科辩论增添什么内容并从中学习什么，以及研究影响的好处和陷阱。结论认为，对子学科历史的充分了解为参与新的思维方式提供了强有力的优势。
This keynote explores the changing nature of children's geographies as an academic project. It proceeds in four parts. Part 1 considers the shift away from research on children's spatial cognition which envisaged the child in largely biological terms, and contemplates contemporary efforts to rework the nature/culture dualism. Part 2 traces the incorporation of new social studies of childhood into geography, emphasising the importance of children's voices, their positioning within axes of power, and the need for quantitative and qualitative methods. Part 3 explores how feminist research led to interest in parents, educators and other actors/institutions which shape, and are shaped by, children's lives. Part 4 ponders what children's geographies might add to, and learn from, broader interdisciplinary debates, and the benefits and pitfalls of research impact. The conclusion argues that a well-informed appreciation of sub-disciplinary history provides a strong vantage point from which to engage with new ways of thinking.