What else? some more ways of thinking and doing ‘Children's Geographies’
Abstract
‘Children's Geographies’ could do more. In this paper we present a succession of key ideas currently arising in and of new and emergent theoretical, philosophical and conceptual work in the Social Sciences. We invite reflection upon each of these ideas in turn, with a mind, specifically, to ‘Children's Geographies’. In so doing, we make two broad claims. First, that greater engagement with some or all of these ideas might prove useful, enabling, thought-provoking, profound, constructive, challenging, telling, or interesting to ‘Children's Geographers’. Second, that—particularly given the nature of its extant concerns and efforts— ‘Children's Geographies’ could do much more to speak back to (these) wider contemporary lines of thought.
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Understandings of space as complex, always changing, as a verb are consistent with conceptualisations of teacher agency as an emergent phenomenon, something which teachers do, rather than possess and which are both dynamic and temporal.
“These understandings of space as complex, always changing, as a verb (Horton & Kraftl, 2006) are consistent with conceptualisations of teacher agency as an emergent phenomenon, something which teachers do, rather than possess and which are both dynamic and temporal (Priestley et al., 2015).”
From Space as a lens for teacher agency: A case study of three beginning teachers in England, <scp>UK</scp> (2024) · cites this paper as Horton & Kraftl, 2006
The continuous construction of space can be actively shaped by people, including children and young people, as well as adults.
“The continuous construction of space can be actively shaped by people, including children and young people, as well as adults, as Horton and Kraftl (2006, p. 88) argue, 'children (and adults) are constantly creating, or co-creating their geographies.”
From Space as a lens for teacher agency: A case study of three beginning teachers in England, <scp>UK</scp> (2024) · cites this paper as Horton & Kraftl, 2006
Space is understood in current geographical thinking as more than a location on a map or a place in the digital realm but instead, a complex context where relational and fluid agency is enacted.
“Space is understood in current geographical thinking as more than a location on a map or a place in the digital realm but instead, a complex context where relational and fluid agency is enacted (Horton & Kraftl, 2006;Massey, 2005).”
From Space as a lens for teacher agency: A case study of three beginning teachers in England, <scp>UK</scp> (2024) · cites this paper as Horton & Kraftl, 2006
Cites
Bourdieu, P. (1990) · doi:10.1515/9781503621749 · Cited by 17,271 · see citing works
Situating knowledges: positionality, reflexivities and other tactics
Rose, G. (1997) · Progress in Human Geography · doi:10.1191/030913297673302122 · Cited by 2,390 · see citing works
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Rethinking context: Digital technologies and children's everyday lives
Plowman, L. (2016) · Children's Geographies · doi:10.1080/14733285.2015.1127326 · Cited by 82 · see citing works
Alderson, P. (2012) · Children's Geographies · doi:10.1080/14733285.2012.661603 · Cited by 50 · see citing works
Rushton, E. A. C., & Bird, A. (2024) · The Curriculum Journal · doi:10.1002/curj.224 · Cited by 28 · see citing works
“Space is understood in current geographical thinking as more than a location on a map or a place in the digital realm but instead, a complex context where relational and fluid agency is enacted (Horton & Kraftl, 2006; Massey, 2005).”
BackgroundFearing fatness and feeling fat: Encountering affective spaces of physical activity
Windram-Geddes, M. (2013) · Emotion, Space and Society · doi:10.1016/j.emospa.2013.06.006 · Cited by 31 · see citing works
- Authors
- Horton, J., & Kraftl, P.
- Affiliations
- University of Northampton (GB)
- Venue
- Children's Geographies
- Publisher
- Informa UK Limited
- Published
- 2006-04
- Volume
- 4
- Issue
- 1
- Pages
- 69-95
- ISSN
- 1473-3277 (ISSN-L)
- 1473-3285
- OpenAlex
- W2093973336
- Cited by
- 286
- References
- 2
- Citations by year
- 2026: 15 · 2025: 9 · 2024: 12 · 2023: 5 · 2022: 18 · 2021: 9 · 2020: 11 · 2019: 20 · 2018: 21 · 2017: 23 · 2016: 20 · 2015: 34 · 2014: 9 · 2013: 21 · 2012: 11
- FWCI
- 32.54
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Children s Geographies (publishedVersion)
- Leicester Research Archive (University of Leicester) (submittedVersion)
- University of Birmingham Research Portal (University of Birmingham) (submittedVersion)
- Topics
- Social Sciences › Sociology and Political Science › Children's Rights and Participation
- Social Sciences › Sociology and Political Science › Geography and Education Methods
- Social Sciences › Geography, Planning and Development › Historical Geography and Geographical Thought
- Keywords
- theoretical approaches, philosophical views, conceptual framework, children's places, children's space
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