Index
Rethinking Young People’s Lives Through Space and Place
ISBN: 978-1-78973-340-2, eISBN: 978-1-78973-339-6
ISSN: 1537-4661
Publication date: 10 June 2020
This content is currently only available as a PDF
Citation
(2020), "Index", Sriskandarajah, A. and Bass, L.E. (Ed.) Rethinking Young People’s Lives Through Space and Place (Sociological Studies of Children and Youth, Vol. 26), Emerald Publishing Limited, Leeds, pp. 155-160. https://doi.org/10.1108/S1537-466120200000026010
Publisher
:Emerald Publishing Limited
Copyright © 2020 Emerald Publishing Limited
INDEX
Index
Note: Page numbers followed by “n” indicate notes.
Aboriginal Education Enhancement Agreement
, 126
Academic rendering
, 34
Activity table time
, 147
Actor Network Theory (ANT)
, 110
Agency
, 17–18, 94–97
Apprentice mobility
, 23
Apprenticed youth experience
, 17
Apprenticeship systems
, 24
Art
, 151–153
making
, 143
school
, 141
Art education
, 140
adaptation in public schools
, 152
“Art Gallery”
, 148
Assemblage
, 110–111, 118–119
Attitudinal familism
, 30, 39
Behavioral familism
, 30
Belonging
, 90, 96, 98
in city
, 94–95, 99
sense of
, 87–89, 94–95
Border School
, 67–70, 73–76
public vs. private school
, 79–80
research script for
, 72
social and territorial inequalities
, 78–79
Bottom-up approach
, 8
Boys’ lives at localized context
, 53–54
Brazil
, 5, 62, 64, 66, 68–70, 80
British Columbia educators
, 133
Bullying
, 91–92
Canada
, 86
Center School
, 67–70, 76–77
children’s comparing public and private education
, 79–81
public vs. private school
, 80–81
research script for
, 72
social and territorial inequalities
, 78–79
Centrality of joking
, 17
Child
, 3
child-friendly cities
, 6, 100
child-on-child practical joking
, 23
Childhood
, 5, 17, 58n2, 62, 117
applying sociological imaginations in Nepal
, 52–58
Nepal and Children’s home
, 48
as permanent category in social structure
, 63–64
qualitative procedures in Nepal
, 50–52
Socio-historical Context
, 49–50
Children
, 2, 86
Border School
, 73–76
Center School
, 76–77
in Center School comparing public and private education
, 79–81
creation of collective culture
, 140
homes as public issues in Nepal
, 49–50
perspectives
, 131
public policy in Montréal
, 98
research with
, 70–71
social roles of schooling
, 72–73
social situation of
, 64
space
, 143
zone
, 143
Children’s home (see Orphanage)
Circumspection
, 22, 25
Citizenship imagination
, 88
City
as pressuring to fit in
, 92–94
seeking in
, 94–95
as stressful
, 94
as unwelcoming
, 91–92
Civilized zones
, 77–78
Class
, 15, 66
Classroom
, 8
spaces
, 111
Coast Salish Indigenous knowledge
, 127
Collective professional attachment
, 15
Collective space
, 73
Common National Curriculum Base
, 69
Community
organisations
, 100
participation
, 21
of practice
, 15
Contexts and voices
, 66–72
Conversation groups
, 71, 75
Craft
apprenticeship
, 15
community
, 21
craft-based apprenticeship
, 16
Creativity
, 145–147
in classroom
, 142–143
creative expression
, 143, 145
Culture belonging
, 62
Cunning
, 25
Curitiba city, Brazil
, 62–63, 66–67
Curitiba Institute for Urban Planning and Research (IPPUC)
, 66
Customs and Border Protection (CBP)
, 32
Decisive impetus
, 14
Decolonization
, 126
Deferred Action for Childhood Arrivals (DACA)
, 4, 28–29, 33, 39–40
Deferred Action for Parents of Americans and Lawful Permanent Residents (DAPA)
, 34
Dégruffé
, 22
Distributed agency
, 118
mapping linkages and theoretical focus of
, 110–111
Distributive theory of agency
, 108
Diversity
, 96–98
Dualisms
, 111
Early childhood education space
, 8
Education
, 89
environmental
, 123
place in
, 123
public and private
, 79–81
rural
, 123
Educational loci
, 19
Educational system
, 28
Educators
, 122
Environmental destruction
, 65–66
Environmental education
, 123
Ethnic belonging
, 62
Ethnicity
, 66
Ethnographic research
, 50–51
Eurocentric-based theories
, 123
Exclusion in Montréal
, 90–91
Families secured apprenticeship
, 19
Familism
, 30–31, 38
Family
, 41n1
Family interdependence
, 36
Federal University of Paraná (UFPR)
, 70
Feelings of youth
, 88
Feminist “standpoint epistemologies”
, 109
Financial gain
, 19
First Nations Information Governance Centre
, 126
Firstspace
, 142
Funds of knowledge approach
, 123
Gender
, 31, 38, 66
new materialist contributions to
, 116–119
Gendered worlds of preschool girls
actors
, 111–112
mapping linkages and theoretical focus of distributed agency
, 110–111
materials
, 112–116
new materialist contributions to gender, space, and preschool classrooms
, 116–119
orientations and ontological approaches
, 109–110
“Gendered” materials
, 109
Geneva city (global watchmaking hub)
, 14
Genevan watchmaking industry
, 14
Geographic space
, 78
Geographical location
, 1
Geographies of space
, 2
Gini coefficient
, 62, 65
Girls’ lives at localized context
, 54–58
Global South
, 49, 51
Global spaces
, 49
Globalization
, 50
Growing research
, 86–87
Gulf Islands School District
, 126
Homogenisation
, 93
of society
, 2
Horseplay
, 17
Households
, 67
Humor
, 17
Illegality
, 28, 30
Immigrant families
, 30
Immigration law enforcement
, 32
Indigenous educator
, 7
Indigenous knowledge
, 7, 122–123
Indigenous peoples
, 123
Indigenous worldviews
, 124–125
Individualist theories
, 65–66, 80
Individuality
, 18
Inequality
, 65–66, 152
children in Center School comparing public and private education
, 79–81
territorial
, 77–79
Inquiry-based outdoor learning
, 124
Institutional Review Board (IRB)
, 33
Interior immigration
, 28
checkpoints
, 34
Interiorimmigration checkpoints
, 35
Joke/joking
, 16
centrality of
, 17
cultures
, 16
Joy
, 127
Juvenile utopia
, 23
Knowledge
funds of knowledge approach
, 123
indigenous
, 7, 122–123
local indigenous
, 128–131
schooling as representation of
, 74–75
La Fabrique
, 14–16, 19, 23
Learning
, 17, 117, 124
habitual spaces of
, 18
schooling as representation of
, 74–75
Lived citizenship
, 99
Livelihood
, 15
Local indigenous knowledge
, 128–131
Local places
, 87
Localized context
boys’ lives at
, 53–54
girls’ lives at
, 54–58
Material feminism
, 7
Material-focused approach
, 109
Materialism approach
, 3
Mental health
, 89, 94, 98
Messenger
, 23
mobility
, 20, 21–22
Methodological approach
, 69–72
“Minority” approach
, 86
Mixed-status familism
, 28–30, 31–32
DACA program
, 29
familism
, 30–31
findings
, 34–40
methodology
, 33–34
Texas Border Strip
, 32–33
Mobility
and mental health
, 89
options in Montréal
, 98–99
Montréal
, 88–90, 97–100
city as pressuring to fit in
, 92–94
city as stressful
, 94
city as unwelcoming
, 91–92
diversity
, 97–99
experiencing agency
, 94–97
experiencing exclusion
, 90–91
research context and methodology
, 88–90
youth and participation in city
, 86–88
Multigenerational punishment
, 30
Multimodal texts
, 123
Multimodality
, 123
National curriculum
, 69
National Curriculum Guidelines for Primary Education
, 68
Neighborhood
, 5, 16, 67–69
Nepal
, 48
applying sociological imaginations
, 52–58
children’s homes as public issues
, 49–50
qualitative procedures
, 50–52
New material feminisms
, 108
Non-probability sampling (see Purposive and quota sampling)
Notebooks
, 71–72
Orphanage
, 48–49, 41n1
Other space tool
, 142
Outdoor education learning opportunities
, 124
Outdoor learning
, 128
Participants
, 67–69
observation research method
, 144
participatory activities
, 90
Patek Philippe
, 14
Paul Maerky
, 3, 18–19
Physical spaces
, 6
Place(s)
, 1, 87, 93, 95–96
in education
, 123
place-based education
, 123–125
place-based learning
, 7, 128–131
place-based movement
, 132
Playground spaces
, 111
Political Pedagogical Project
, 69
Posthuman approaches
, 110, 118
Posthumanism
, 41n1
Posthumanist approach
, 7
Poverty
, 58, 65–66
Practical jokes/joking
, 4, 16–17, 19, 21–24
Preschool children, norms and customs of
, 140
Preschool classroom
, 108
new materialist contributions to
, 116–119
Primary school
, 66, 69
Private education
, 79–81
Privatisation of space in urban areas
, 87
Process-based art
, 149
Process-focused art
, 152
Public education
, 79–81
Public issues
, 56
children’s homes as
, 49–50
Public policy for children in Montréal
, 98
Public spaces
, 14–25
Purposive and quota sampling
, 51
Qualitative approach
, 34
Qualitative procedures
, 50–51
Quantitative data
, 86
Race
, 66
Racial belonging
, 62
Racialised youth
, 6
Racism
, 6
Reference Center for Social Assistance
, 68
Relocation
, 28, 36
Research Script
, 71–72
Research with children
, 70–71
Researcher’s role in children’s education
, 69–70
Rites of passage
, 28
Rolex
, 14
Rural education
, 123
Safety of children
, 75–76, 91
Saint-Gervais craft community
, 18–19
Salt Spring Island Stories
children’s perspectives
, 131
coast Salish animal mural
, 129
context
, 126–127
legend of octopus point
, 128–129
literature review
, 125–126
making tea with local plants
, 129–130
methodology and analysis
, 126
place-based learning and local indigenous knowledge
, 128–131
teacher and indigenous education team member
, 127–128
theoretical framework
, 123–125
visit to duck creek park
, 130–131
School
, 6, 67–69
art
, 141
environment
, 92
as leisure space
, 74
school-based horological training
, 16
School Leaving Certificate (SLC)
, 57
Schooling
as representation of future
, 73
as representation of knowledge and learning
, 74–75
social roles of
, 72–73
Secondspace
, 142
Security of children
, 75–76
Smartwatch
, 14
Social
belonging
, 76–77
distinction
, 1
exclusion
, 65–67
inequality
, 62, 64–65
institutions
, 63
roles of schooling
, 72–73
situation of children
, 64
structures in Nepal
, 48
Social Studies of Childhood
, 62–63
Socio-spatial approach
, 3
Sociological imagination
, 47–48, 52–53
boys’ lives at localized context
, 53–54
girls’ lives at localized context
, 54–58
Sociology of childhood
, 2–3
Space(s)
, 1, 7, 111
children
, 143
classroom
, 111
collective
, 73
early childhood education
, 8
geographic
, 78
geographies of
, 2
global
, 49
interrogating metaphorical meanings of
, 16
new materialist contributions to
, 116–119
physical
, 6
playground
, 111
privatisation of
, 87
public
, 14–25
youth and
, 2
Spatial awareness
, 142
Spatial mobility
, 21, 29–30
DACA implementation and
, 32, 34, 37, 39
Stratification
, 6
stratified, selective sampling
, 51
Structural familism
, 30
Structured early childhood education classroom
art
, 151–153
creativity
, 145–147
creativity in classroom
, 142–143
inventiveness through imagination
, 148–150
study context and methods
, 143–145
thirdspace
, 142–143
Subject focus epistemology
, 109
Subjectivity
, 1
Teacher and indigenous education team member
, 127–128
Teaching
, 117, 124
Temporary Protected Status (TPS)
, 29
Territorial inequalities
, 77–79
Texas Border Strip
, 32–33
mixed-status familism in
, 34–40
undocumented youth in
, 34
Thing power
, 110–111
Thirdspace
, 142–143, 147
Tireless trade competition
, 14
“Transition to illegality”
, 28
Treetop classroom
, 108, 117
Trialectics of spatiality-historicality-sociality
, 142
Truth and Reconciliation Commission of Canada (TRC)
, 122
Undocumented immigrants
, 28, 30, 32
Undocumented youth
, 28, 31, 38
in Texas Border Strip
, 34
in United States
, 40
UNICEF
, 49, 99
United Nations Convention on Rights of Child
, 69
United Nations Declaration on the Rights of Indigenous Peoples
, 122
Urban environment in Montréal
, 98
Urban settings
, 86–87
Used Territory
, 67
Vacheron Constantin
, 14
Violence
, 65, 67
Vital Signs advisory committee
, 89
Working-class
childhood
, 18
culture
, 21
Young apprentices
, 16
Youth
, 2, 4, 17, 86
art education
, 150
employment
, 19
giving significance to places and community
, 95–96
marginalised from mainstream spaces
, 7
and participation in city
, 86–88
perception
, 2
and space
, 2
value relationships and diversity
, 96–97
Zero-tolerance attitude
, 93
- Prelims
- Introduction: Rethinking Young People’s Lives Through Space and Place
- Part I: Navigating Imagined and Real Spatial Borders
- Chapter 1: Public Spaces as Loci of Education and Identity Building. Paul Maerky and the Lives of Messengers and Apprentices in Geneva’s Horological District, 1871–1876
- Chapter 2: Todo es Diferente en la Frontera: Mixed-Status Familism in the Texas Border Strip
- Part II: Belonging, Meaning-Making, and Representation
- Chapter 3: Re-Imagining Childhoods: Nepali Children’s Homes
- Chapter 4: From Inequality to Social Exclusion: What Do Children Say About School?
- Chapter 5: Youth and their Multiple Relationships with the City: Experiences of Exclusion and Belonging in Montréal
- Part III: Learning in and Through Space
- Chapter 6: Re-examining and Re-assembling the Gendered Worlds of Preschool Girls
- Chapter 7: Weaving Place-Based Education and Coast Salish Knowledge: Stories from Salt Spring Island
- Chapter 8: Please Sit Down: Children’s Creative Expression within the Boundaries of a Structured Early Childhood Education Classroom
- Index