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Geographies of education and the significance of children, youth and families

Holloway, Sarah L., Hubbard, Philip, Jöns, Heike, Pimlott-Wilson, Helena (2010) Geographies of education and the significance of children, youth and families. Progress in Human Geography, 34 (5). pp. 583-600. ISSN 0309-1325. (doi:10.1177/0309132510362601) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided)

The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided. (Contact us about this Publication)
Official URL
http://dx.doi.org/10.1177/0309132510362601

Abstract

This paper engages with Hanson Thiem's (2009) critique of geographies of education. Accepting the premise that education warrants fuller attention by geographers, the paper nonetheless argues that engaging with research on children, youth and families reshapes understanding of what has been, and might be, achieved. Foregrounding young people as the subjects rather than objects of education demands that attention be paid to their current and future life-worlds, in both inward and outward looking geographies of education. It also requires a broadening of our spatial lens, in terms of what 'count' as educational spaces, and the places where we study these.

Item Type: Article
DOI/Identification number: 10.1177/0309132510362601
Uncontrolled keywords: child, family, school, social geography, student, university, education, student, university sector
Subjects: H Social Sciences
Divisions: Faculties > Social Sciences > School of Social Policy Sociology and Social Research
Depositing User: Mita Mondal
Date Deposited: 20 Nov 2013 12:36 UTC
Last Modified: 29 May 2019 11:25 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/36662 (The current URI for this page, for reference purposes)
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