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Abstract
This paper considers the teachings of spatial thinking in two Danish school interventions with children, ages 10–13 (2018–2021), by turning Lefebvre’s spatial triad into a research-based exercise. Based on children’s responses, this paper concludes that, first, by allowing children to include their own spatial experiences, they can resonate with the complex ways in which the perceived, conceived and lived spaces, according to Lefebvre, are produced and reproduced. Second, while the conceived space of Lefebvre addresses the difficult premise that every space is always intended, it adds crucial insights into how spaces work conceptually as well as it helps children to work with spatial data. The results indicate that Lefebvre’s spatial triad can be used didactically to develop children’s spatial thinking in the classroom and in urban planning projects.
Translated title of the contribution | Lefebvres spatiale triade for børn: Erfaringer fra skolesamarbejder med byplanlæggere |
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Original language | English |
Journal | International Research in Geographical and Environmental Education |
ISSN | 1038-2046 |
DOIs | |
Publication status | Published - 31 Jan 2024 |
Bibliographical note
Publisher Copyright:© 2024 Informa UK Limited, trading as Taylor & Francis Group.
Keywords
- Critical spatial thinking
- geo-education
- Henri Lefebvre
- participatory design
- spatial thinking
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Community Drive: Community Drive: Teaching Children And Young People To Transform Cities Through Community And Data-driven Methods
Magnussen, R., Mechlenborg, M., Pedersen, D. B., Stjernfelt, F., Larsen, B., Misfeldt, M., Ejsing-Duun, S., Hanghøj, T., Andersen, H. T., Christensen, T. H. B., E. Mogensen, P., Pedersen, J. M., de Neergaard, M., Rasmussen, L. L. L. M. M., Rusmann, A., Hvillum, L. S. Ø., Fog, H. S., Reng, L. & Saddiqa, M.
01/05/2018 → 31/12/2021
Project: Research