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How do we understand children and young people's lives in ways that
do not rely on nostalgic romantic ideals or demonising prejudices?
Can the geographical concepts of space, place and spatiality
enhance our understanding of childhood and how children experience
their lives as social actors? This book draws on a rich and growing
academic literature concerned with the spatiality of childhood and
the spaces and places in which children live, learn, work, and
play. It examines changing ways of seeing space, place and
environment and how these can promote rethinking about children's
lives across local and global scales. In common with other texts in
the "New Childhoods" series, it asks for a reappraisal of
modernity's assumptions about childhood and for a move towards full
participation of children and young people in matters that concern
us all. Combining critical discussion of theory with examples drawn
from research, Rethinking Children's Spaces and Places offers
readers a language to facilitate rethinking and catalyse active
responses to the challenges of 21st-century childhoods.
This is an informative and contemporary guide to a key area of
Education Studies BA courses offering an introduction to the
emergence of modern and post-modern childhoods. "Education and
Constructions of Childhood" considers the social construction of
childhood through the institutions of education. Grounded in a
strong conceptual, theoretical framework, this accessible text will
guide the reader through this evolving area. Reflective exercises,
interviews, chapter summaries and useful websites will encourage
and support student learning and the application of new concepts.
"Education and Constructions of Childhood" is essential reading for
undergraduate and postgraduate students on education studies and
related courses. This series presents an authoritative, coherent
and focused collection of texts to introduce the contemporary
issues that are covered in Education Studies, and related
programmes. Each book develops a key theme in contemporary
education, such as: Multiculturalism; The social construction of
childhood; Urban education; eLearning and multimedia; and, Language
and literacy. A key feature of this series is the critical
exploration of education in times of rapid change, with links made
between such developments in wider social, cultural, political and
economic contexts. Further, contextualised extracts from important
primary texts, such as Bourdieu, Piaget and Vygotsky, will ensure
students' exposure to dominant contemporary theories in the field
of education. Grounded in a strong conceptual, theoretical
framework and presented in an accessible way with the use of
features such as case studies, activities and visual devices to
encourage and support student learning and the application of new
concepts, this series will serve well as collection of core texts
for the Education Studies student and lecturer.
How do we understand children and young people's lives in ways that
do not rely on nostalgic romantic ideals or demonising prejudices?
Can the geographical concepts of space, place and spatiality
enhance our understanding of childhood and how children experience
their lives as social actors? This book draws on a rich and growing
academic literature concerned with the spatiality of childhood and
the spaces and places in which children live, learn, work, and
play. It examines changing ways of seeing space, place and
environment and how these can promote rethinking about children's
lives across local and global scales. In common with other texts in
the "New Childhoods" series, it asks for a reappraisal of
modernity's assumptions about childhood and for a move towards full
participation of children and young people in matters that concern
us all. Combining critical discussion of theory with examples drawn
from research, Rethinking Children's Spaces and Places offers
readers a language to facilitate rethinking and catalyse active
responses to the challenges of 21st-century childhoods.
This is an informative and contemporary guide to a key area of
Education Studies BA courses offering an introduction to the
emergence of modern and post-modern childhoods. "Education and
Constructions of Childhood" considers the social construction of
childhood through the institutions of education. Grounded in a
strong conceptual, theoretical framework, this accessible text will
guide the reader through this evolving area. Reflective exercises,
interviews, chapter summaries and useful websites will encourage
and support student learning and the application of new concepts.
"Education and Constructions of Childhood" is essential reading for
undergraduate and postgraduate students on education studies and
related courses. This series presents an authoritative, coherent
and focused collection of texts to introduce the contemporary
issues that are covered in Education Studies, and related
programmes. Each book develops a key theme in contemporary
education, such as: Multiculturalism; The social construction of
childhood; Urban education; eLearning and multimedia; and, Language
and literacy. A key feature of this series is the critical
exploration of education in times of rapid change, with links made
between such developments in wider social, cultural, political and
economic contexts. Further, contextualised extracts from important
primary texts, such as Bourdieu, Piaget and Vygotsky, will ensure
students' exposure to dominant contemporary theories in the field
of education. Grounded in a strong conceptual, theoretical
framework and presented in an accessible way with the use of
features such as case studies, activities and visual devices to
encourage and support student learning and the application of new
concepts, this series will serve well as collection of core texts
for the Education Studies student and lecturer.
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