From children in the city to the city made by children: Three phases in youth & urban spatiality studies

Research output: Contribution to conference without publisher/journalPaper without publisher/journalResearch

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.
Original languageEnglish
Publication date12 Jun 2018
Publication statusPublished - 12 Jun 2018
EventENHR 2018 - Finland, Uppsala, Finland
Duration: 26 Jun 201829 Jun 2018
http://www.enhr2018.com/

Conference

ConferenceENHR 2018
LocationFinland
CountryFinland
CityUppsala
Period26/06/201829/06/2018
Internet address

Fingerprint

citizenship
cartography
learning
society
education

Bibliographical note

Abstract p323

Keywords

  • Review
  • Spatial Thinking
  • Enviromental Competences

Cite this

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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.",
keywords = "Review, Spatial Thinking, Enviromental Competences",
author = "Mette Mechlenborg and Jepsen, {Marie Blomgren}",
note = "Abstract p323; null ; Conference date: 26-06-2018 Through 29-06-2018",
year = "2018",
month = "6",
day = "12",
language = "English",
url = "http://www.enhr2018.com/",

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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. Paper presented at ENHR 2018, Uppsala, Finland.

Research output: Contribution to conference without publisher/journalPaper without publisher/journalResearch

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 -