From children in the city to the city made by children

Three phases in youth & urban spatiality studies

Publikation: Konferencebidrag uden forlag/tidsskriftPaper uden forlag/tidsskriftForskning

Resumé

The paper takes its offspring in the rise of new participatory methods with concepts like “spatial citizenship” (Patterson 2007, Gryl&Jekel 2010, Jekel et al, 2015) and “critical spatial learning” (Goodchild&Janelle2010, Gorden et al, 2017) as a specific dimension of citizenship education (Bitch, 1995). With its origin in Critical Cartography and GISscience, the research on civic spatial engagement has primary focused on geotechnical uses and competences, while broader reflections of spatiality, place attachment, spatial production etc., has been largely ignored or understudied (Gordon et al, 2015). In a review on spatiality and youth, the paper shows how concepts of space/place, empirical focus and the role of the child/youngster have changed historical and led the way to the contemporary understanding of spatial citizenship. On that, the paper gives suggestions to how research on civic spatial learning and youth should be broadened in order to fulfill the potentials for engaging young people in our spatial societies.
OriginalsprogEngelsk
Publikationsdato12 jun. 2018
StatusUdgivet - 12 jun. 2018
BegivenhedENHR 2018 - Finland, Uppsala, Finland
Varighed: 26 jun. 201829 jun. 2018
http://www.enhr2018.com/

Konference

KonferenceENHR 2018
LokationFinland
LandFinland
ByUppsala
Periode26/06/201829/06/2018
Internetadresse

Fingerprint

citizenship
cartography
learning
society
education

Bibliografisk note

Abstract s323

Citer dette

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title = "From children in the city to the city made by children: Three phases in youth & urban spatiality studies",
abstract = "The paper takes its offset in the rise of new participatory methods with concepts like “spatial citizenship” (Patterson 2007, Gryl&Jekel 2010, Jekel et al, 2015) and “critical spatial learning” (Goodchild&Janelle2010, Gorden et al, 2017) as a specific dimension of citizenship education (Bitch, 1995). With its origin in Critical Cartography and GISscience, the research on civic spatial engagement has primary focused on geotechnical uses and competences, while broader reflections of spatiality, place attachment, spatial production etc., has been largely ignored or understudied (Gordon et al, 2015). In a review on spatiality and youth, the paper shows how concepts of space/place, empirical focus and the role of the child/youngster have changed historical and led the way to the contemporary interest in spatial citizenship. On that, the paper gives suggestions to how research on civic spatial learning and youth should be broadened in order to fulfill the potentials for engaging young people in our spatial societies.",
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From children in the city to the city made by children : Three phases in youth & urban spatiality studies. / Mechlenborg, Mette; Jepsen, Marie Blomgren.

2018. Afhandling præsenteret på ENHR 2018, Uppsala, Finland.

Publikation: Konferencebidrag uden forlag/tidsskriftPaper uden forlag/tidsskriftForskning

TY - CONF

T1 - From children in the city to the city made by children

T2 - Three phases in youth & urban spatiality studies

AU - Mechlenborg, Mette

AU - Jepsen, Marie Blomgren

N1 - Abstract p323

PY - 2018/6/12

Y1 - 2018/6/12

N2 - The paper takes its offset in the rise of new participatory methods with concepts like “spatial citizenship” (Patterson 2007, Gryl&Jekel 2010, Jekel et al, 2015) and “critical spatial learning” (Goodchild&Janelle2010, Gorden et al, 2017) as a specific dimension of citizenship education (Bitch, 1995). With its origin in Critical Cartography and GISscience, the research on civic spatial engagement has primary focused on geotechnical uses and competences, while broader reflections of spatiality, place attachment, spatial production etc., has been largely ignored or understudied (Gordon et al, 2015). In a review on spatiality and youth, the paper shows how concepts of space/place, empirical focus and the role of the child/youngster have changed historical and led the way to the contemporary interest in spatial citizenship. On that, the paper gives suggestions to how research on civic spatial learning and youth should be broadened in order to fulfill the potentials for engaging young people in our spatial societies.

AB - The paper takes its offset in the rise of new participatory methods with concepts like “spatial citizenship” (Patterson 2007, Gryl&Jekel 2010, Jekel et al, 2015) and “critical spatial learning” (Goodchild&Janelle2010, Gorden et al, 2017) as a specific dimension of citizenship education (Bitch, 1995). With its origin in Critical Cartography and GISscience, the research on civic spatial engagement has primary focused on geotechnical uses and competences, while broader reflections of spatiality, place attachment, spatial production etc., has been largely ignored or understudied (Gordon et al, 2015). In a review on spatiality and youth, the paper shows how concepts of space/place, empirical focus and the role of the child/youngster have changed historical and led the way to the contemporary interest in spatial citizenship. On that, the paper gives suggestions to how research on civic spatial learning and youth should be broadened in order to fulfill the potentials for engaging young people in our spatial societies.

KW - Review

KW - Spatial Thinking

KW - Enviromental Competences

M3 - Paper without publisher/journal

ER -