Children’s Spatialities: Embodiment, Emotion and Agency PDF
Preview Children’s Spatialities: Embodiment, Emotion and Agency
StudiesinChildhoodandYouth SeriesEditors:Allison James,ProfessorEmerita,UniversityofSheffield,UK, andAdrianJames,ProfessorEmeritus,UniversityofSheffield,UK. Titlesinclude: KateBacon TWINSINSOCIETY Parents,Bodies,SpaceandTalk EmmaBond CHILDHOOD,MOBILETECHNOLOGIESANDEVERYDAYEXPERIENCES ChangingTechnologies=ChangingChildhoods? DavidBuckingham,SaraBraggandMaryJaneKehily YOUTHCULTURESINTHEAGEOFGLOBALMEDIA DavidBuckinghamandVebjørgTingstad(editors) CHILDHOODANDCONSUMERCULTURE TomCockburn RETHINKINGCHILDREN’SCITIZENSHIP SamFrankel CHILDREN,MORALITYANDSOCIETY AbigailHackett,LisaProcterandJulieSeymour(editors) CHILDREN’SSPATIALITIES Embodiment,EmotionandAgency AllisonJames SOCIALISINGCHILDREN AllisonJames,AnneTrineKjørholtandVebjørgTingstad(editors) CHILDREN,FOODANDIDENTITYINEVERYDAYLIFE NicholasLee CHILDHOODANDBIOPOLITICS ClimateChange,LifeProcessesandHumanFutures ManfredLiebel,KarlHanson,IvenSaadiandWouterVandenhole(editors) CHILDREN’SRIGHTSFROMBELOW Cross-CulturalPerspectives OrnaNaftali CHILDREN,RIGHTSANDMODERNITYINCHINA RaisingSelf-GoverningCitizens HelenStapleton SURVIVINGTEENAGEMOTHERHOOD MythsandRealities E.KayM.Tisdall,AndressaM.GaddaandUdiM.Butler CHILDRENANDYOUNGPEOPLE’SPARTICIPATIONANDITS TRANSFORMATIVEPOTENTIAL LearningfromacrossCountries AfuaTwum-DansoImohandRobertAme(editors) CHILDHOODSATTHEINTERSECTIONOFTHELOCALANDTHEGLOBAL HanneWarming(editor) PARTICIPATION,CITIZENSHIPANDTRUSTINCHILDREN’SLIVES KarenWells,EricaBurman,HeatherMontgomeryandAlisonWatson(editors) CHILDHOOD,YOUTHANDVIOLENCEINGLOBALCONTEXTS ResearchandPracticeinDialogue RebekahWillett,ChrisRichards,JackieMarsh,AndrewBurnandJulia CBishop(editors) CHILDREN,MEDIAANDPLAYGROUNDCULTURES EthnographicStudiesofSchoolPlaytimes KarenM.Smith THEGOVERNMENTOFCHILDHOOD Discourse,PowerandSubjectivity EveStirlingandDylanYamada-Rice VISUALMETHODSWITHCHILDRENANDYOUNGPEOPLE AcademicsandVisualIndustriesinDialogue SpyrosSpyrouandMirandaChristou CHILDRENANDBORDERS RannevigTraustadóttir,BorgunYtterhus,SnæfríðurEgilsonandBeritBerg CHILDHOODANDDISABILITYINTHENORDICCOUNTRIES Being,Becoming,Belonging StudiesinChildhoodandYouth SeriesStandingOrderISBN978–0–230–21686–0hardback (outsideNorthAmericaonly) Youcanreceivefuturetitlesinthisseriesastheyarepublishedbyplacinga standingorder.Pleasecontactyourbookselleror,incaseofdifficulty,writeto usattheaddressbelowwithyournameandaddress,thetitleoftheseriesand theISBNquotedabove. Customer Services Department, Macmillan Distribution Ltd, Houndmills, Basingstoke,HampshireRG216XS,England Children’s Spatialities Embodiment, Emotion and Agency Editedby Abigail Hackett UniversityofSheffield,UK Lisa Procter UniversityofSheffield,UK Julie Seymour UniversityofHull,UK Selection,introductionandeditorialmatter©AbigailHackett, LisaProcterandJulieSeymour2015 Individualchapters©Respectiveauthors2015 Foreword©MargaretSomerville2015 Softcover reprint of the hardcover 1st edition 2015 978-1-137-46497-2 Allrightsreserved.Noreproduction,copyortransmissionofthis publicationmaybemadewithoutwrittenpermission. Noportionofthispublicationmaybereproduced,copiedortransmitted savewithwrittenpermissionorinaccordancewiththeprovisionsofthe Copyright,DesignsandPatentsAct1988,orunderthetermsofanylicence permittinglimitedcopyingissuedbytheCopyrightLicensingAgency, SaffronHouse,6–10KirbyStreet,LondonEC1N8TS. Anypersonwhodoesanyunauthorizedactinrelationtothispublication maybeliabletocriminalprosecutionandcivilclaimsfordamages. Theauthorshaveassertedtheirrightstobeidentifiedastheauthorsofthis workinaccordancewiththeCopyright,DesignsandPatentsAct1988. Firstpublished2015by PALGRAVEMACMILLAN PalgraveMacmillanintheUKisanimprintofMacmillanPublishersLimited, registeredinEngland,companynumber785998,ofHoundmills,Basingstoke, HampshireRG216XS. PalgraveMacmillanintheUSisadivisionofStMartin’sPressLLC, 175FifthAvenue,NewYork,NY10010. PalgraveMacmillanistheglobalacademicimprintoftheabovecompanies andhascompaniesandrepresentativesthroughouttheworld. Palgrave®andMacmillan®areregisteredtrademarksintheUnitedStates, theUnitedKingdom,Europeandothercountries. ISBN 978-1-349-55587-1 ISBN 978-1-137-46498-9 (eBook) DOI 10..1057/9781137464989 Thisbookisprintedonpapersuitableforrecyclingandmadefromfully managedandsustainedforestsources.Logging,pulpingandmanufacturing processesareexpectedtoconformtotheenvironmentalregulationsofthe countryoforigin. AcataloguerecordforthisbookisavailablefromtheBritishLibrary. LibraryofCongressCataloging-in-PublicationData Children’sspatialities:embodiment,emotionandagency/AbigailHackett, LisaProcter,JulieSeymour. pages cm.—(Studiesinchildhoodandyouth) 1. Spaceperceptioninchildren. 2. Spatialbehavior. 3. Child development. 4. Childpsychology. I. Hackett,Abigail,1980– editor. II. Procter,Lisa,1981–editor. III. Seymour,Julie,editor. BF723.S63C462015 155.4(cid:2)13752—dc23 2015021833 Contents ListofFiguresandTables vii Foreword viii Acknowledgements xii NotesonContributors xiii Introduction:SpatialPerspectivesandChildhoodStudies 1 AbigailHackett,LisaProcterandJulieSeymour Part I SensesandEmbodiment 1 KnowingtheWorldThroughYourBody:Children’s SensoryExperiencesandMakingofPlace 21 KerstinLederMackley,SarahPinkandRoxanaMoros¸anu 2 ThePlaceofTimeinChildren’sBeing 39 ElizabethCurtis 3 Makingthe‘Here’and‘Now’:RethinkingChildren’s DigitalPhotographywithDeleuzianConcepts 54 MonaSakrandNataliaKucirkova 4 Children’sEmbodiedEntanglementandProduction ofSpaceinaMuseum 75 AbigailHackett Part II EmotionandRelationships 5 Children’sEmotionalGeographies:Politics ofDifferenceandPracticesofEngagement 95 MatejBlazek 6 ReconceptualisingChildren’sPlay:Exploringthe ConnectionsBetweenSpaces,PracticesandEmotional Moods 112 HelleSkovbjergKaroff v vi Contents 7 ‘No,You’veDoneItOnce!’:Children’sExpressionof EmotionandTheirSchool-BasedPlace-MakingPractices 128 LisaProcter Part III SpatialAgency 8 ApproachestoChildren’sSpatialAgency:Reviewing Actors,AgentsandFamilies 147 JulieSeymour 9 ChildrenandYoungPeople’sSpatialAgency 163 HelenWoolley 10 AProperPlaceforaProperChildhood?Children’s SpatialityinaPlayCentre 178 CaterinaSatta AuthorIndex 198 SubjectIndex 202 Figures and Tables Figures 2.1 ‘DiggingforPottery’ 45 2.2 Extractsfromvisitorsurveyquestionnaire(Curtis, 2011) 49 3.1 Aseriesofsixphotographstakenbythechild 66 3.2 Movementsthroughthespaceofthehallway 68 4.1 Marcothebear 80 4.2 Visualrepresentationofthesocialproductionofspace aroundMarcothebear 88 Tables 3.1 Theselectedepisodeindetail 62 4.1 Summaryofthefamiliesparticipatinginthestudy 78 4.2 Spatialcategoriesthechildrencreatethroughtheir embodiedmovementsaroundMarcothebear 88 6.1 Overviewofpracticesandemotionalmoods 125 vii Foreword This important book takes up Foucault’s challenge to examine the critical power of space and place in the being and becoming of children’slives: a whole history of spaces – which would be at the same time a historyofpowers–remainstobewritten,fromthegrandstrategies ofgeopoliticstothelittletacticsofthehabitat. Foucault,1980,p.149 Embracing ‘the grand strategies of geopolitics to the little tactics of the habitat’, this book’s distinctive contribution lies in considering children’s everyday worlds through the lens of space and place in order to open up new ways of understanding society and human experience.Writtenfromtheperspectiveofanumberofdifferentdis- ciplinesincludinggeography,philosophy,anthropology,architecture and sociology, the terms space and place are used interchange- ably, depending on the disciplinary affiliations of each individual chapter. This range of different disciplinary approaches produces a ‘diffractive’ reading across the book that operates to unsettle the very disciplinary boundaries within which they are generated and thus opens the possibility of new interdisciplinary conversations (Haraway,2004). I have previously explored the critical power of place in relation toresearchingsubjugatedknowledges,acategorythatinmanyways applies to children’s knowing (Somerville, 2012). I proposed a con- ceptualframeworkofplaceasaconceptthatbridgesthematerialand symbolic, the local and global, and indigenous and non-indigenous knowledges.Ineachofthesebinaries,Westernknowledgeprivileges onesideofthebinaryasdominantorlegitimate–thesymbolicover thematerial,theglobaloverthelocal,andthenon-indigenousover theindigenous.Iproposethatplacehascriticalpowerbecauseitcon- tains the possibility of reversing the order of privilege so that the material, the local and the indigenous can come to the fore. Place alertsustothematerialeffectsofourdiscursiverelationswithinthe viii Foreword ix places where we live, work and play. The conceptual framework of placeisthusproposedasthebasisforacriticalqualitativeresearch. In only one instance was I compelled to use the concept of space ratherthanplace.Ihadvisitedacrowdeddemountableschoolclass- room early in the day and watched the children navigate desks, chairs, boxes, hanging artworks and other objects that made up this decidedly classed school classroom. I thought about Lefebvre’s contention that the whole of social space proceeds from the body (Lefebvre, 1991). I could see that the social space of this classroom was produced by these movements, bodies and objects, producing, in turn, the subjectivities of the children there. My attention was especially drawn to Mary, a child with Down’s syndrome, mov- ing awkwardly in this crowded space always accompanied by the appendageofanintegrationaide. WhenIreturnedafterschooltheteacherandtheintegrationaide, stillworkinginthewell-wornclassroom,invitedmetowatchashort DVD of the rehearsal for the Christmas concert. There on the inter- active screen, larger than lifesize, the children came to life as frogs, dancingtheirfrogdancetomusicmadeentirelyoffrogcalls.Intheir visits to the local wetlands the children get to know the frogs from their specific frog calls. The classroom, cleared of debris, becomes the space of the wetlands. Children dance to frog calls moving frog limbs,fingerssplayed,jumping,leapfrogging,becomingfrogtofrog music. Mary, in particular, loves the performance, moving freely in this frog collective, unaccompanied by her integration aide. In one briefsequencetowardstheendshesmilespurepleasureintothecam- era,herbodyliberatedinfrogdance.Iunderstandthecriticalpower of space in this moment of Mary’s becoming, made possible by an alternative imagination of the spaces of learning that includes the wetlands,digitaltechnologiesandareconfiguredschoolclassroom. The authors of the book, like the theorists they draw on, take up notionsofspaceandplacedifferentlywithsometendingtousespace orplaceprimarilyorexclusively,whileotherswriteaboutbothspace and place in relation to each other. The book introduces the reader to a rich overview of the theoretical possibilities of space and place ranging from the pioneering critical work of Lefebvre and Soja on howspaceisexperiencedintheeverydaytoMassey’sspatio-temporal events and Ingold’s wayfaring. While each of these theorists offers importantpossibilitiesforthinkingthroughissuesofspaceandplace,
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