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Contents

List of Figures and Tables

vii

Foreword

viii

Acknowledgements

xii

Notes on Contributors

xiii

Introduction: Spatial Perspectives and Childhood Studies

Abigail Hackett, Lisa Procter and Julie Seymour

Part I Senses and Embodiment

1 Knowing the World Through Your Body: Childrens
Sensory Experiences and Making of Place
Kerstin Leder Mackley, Sarah Pink and Roxana Morosanu
2 The Place of Time in Childrens Being
Elizabeth Curtis

21
39

3 Making the Here and Now: Rethinking Childrens

Digital Photography with Deleuzian Concepts
Mona Sakr and Natalia Kucirkova

54

4 Childrens Embodied Entanglement and Production

of Space in a Museum
Abigail Hackett

75

Part II Emotion and Relationships

5 Childrens Emotional Geographies: Politics
of Difference and Practices of Engagement
Matej Blazek
6 Reconceptualising Childrens Play: Exploring the
Connections Between Spaces, Practices and Emotional
Moods
Helle Skovbjerg Karoff
v

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112

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7 No, Youve Done It Once!: Childrens Expression of

Emotion and Their School-Based Place-Making Practices
Lisa Procter

128

Part III Spatial Agency

8 Approaches to Childrens Spatial Agency: Reviewing
Actors, Agents and Families
Julie Seymour
9 Children and Young Peoples Spatial Agency
Helen Woolley

147
163

10 A Proper Place for a Proper Childhood? Childrens

Spatiality in a Play Centre
Caterina Satta

178

Author Index

198

Subject Index

202

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Introduction: Spatial Perspectives

and Childhood Studies
Abigail Hackett, Lisa Procter and Julie Seymour

This book highlights how recognising the role of space can enhance
understandings of childrens ordinary, everyday experiences. Our aim
is to connect spatial theory to the interdisciplinary field of childhood
studies. We argue that spatial perspectives are central to understanding how childrens practices and trajectories are situated within
more-than-social contexts. They move beyond the notion of the individual agent to recognise that agency exists within and between the
spaces where childrens lives happen. Examining the entanglements
between children and the worlds in which they are situated offers
new perspectives on how spaces affect and shape childrens experiences and frame how they choose to navigate their lives. Soja (1996,
2004) recommends putting space first as a critical interpretation perspective (2004, p. ix), drawing on Lefebvres (1991) promise that such
a critical thirding1 (Soja, 1996, p. 5) has the possibility to disrupt,
leading to new ways of understanding society and human experience.
This, we argue, is crucial to rethinking the role of space in supporting
childhood diversity and difference, where the multiplicity of childhood experiences and perspectives can be valued. This book is timely
because it challenges an established policy context which positions
children as becomings rather than beings (James et al., 1998), and
thus prioritises interventions intended to direct how they develop
and what they will become as adults. A spatial lens, in contrast, recognises the non-linearity of childrens lives, by bringing to the fore the
complex ways that childrens meaning-making unfolds in dynamic
exchange with the spaces and places they inhabit. In establishing situated understandings of childrens lives, this book raises important
1

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questions for policy and practice. The theoretical and empirical work
presented connects a wide range of disciplines, many of which do
not start with space as the object of study. The contributions have
applied resonance in relation to the development of a wide range
of spaces used by children, including schools and nurseries, green
spaces and play areas, museums and galleries, and streets and public spaces; by drawing on emerging conceptualisations of space and
place, which connect with theories of embodiment, emotion and
agency, they examine the interdependency between childrens experiences and the material and immaterial worlds they inhabit. As such,
this is a book about the intersectionality between space and childrens
everyday lives. In examining this intersection, we ask:
What new insights and interpretations does a critical spatial
perspective of childrens everyday lives offer?
What approaches and strategies are best for connecting (or dissolving the binary between) global and local conceptualisations
of space/place in childrens lives?
What are the implications for spatial theory and practice when
childrens lives become the primary focus of research?
The three editors of this book have each crossed disciplines, from
an area with an explicitly spatial focus (archaeology, architecture,
geography) to research with children (in sociology, education), where
bringing a spatial perspective is beneficial and brings us new insights.
Hackett originally trained as an archaeologist, a discipline which is
primarily historical, but locates this knowledge about life in the past
within a spatial and material context of, for example, excavation and
landscape. Her background shaped her attentiveness to the contextuality and subjectivity of human activity in place; for example, in
considering phenomenological approaches to landscape archaeology
(Tilley, 1994). With a first and second degree in architecture, Procter
has a longstanding interest in the diverse ways in which people
inhabit space. This background informs her educational research on
the spatial dimensions of childrens meaning-making. For Seymour, a
sociological researcher, a first degree in geography meant intellectual
training in which space was to the fore. The spatial epistemologies
we adopt within our current research practice do not begin with
space as an object of study, but as an analytic lens or interpretative
perspective, and this is reflected in the purpose and positioning of

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this book. Social processes of childrens everyday lives are at the

heart of the contributions in this collection, and we highlight how
these social processes take place in space. Spatiality is thus a lens
to exemplify the underlying concepts within the interdisciplinary
field of childhood studies. By spatiality we refer to Keith and Piles
(1993, p. 6) term for the ways in which the social and the spatial are
inextricably realized one in another.
Within our own work, we recognise the potential of a spatial lens
for influencing policy and practice in relation to childrens lives.
Hacketts work around childrens experience of museums reflects the
central role of the embodied, engaged and sensory in childrens
meaning-making. Established theories of how children learn in museums stress the specialness of engaging with museum objects, and the
potential of this to open up new possibilities for grasping concepts,
asking questions or family conversation (e.g. Leinhardt et al., 2002).
However, these theories did not fit well with the young childrens
physical, movement orientated experience of the museum place in
Hacketts study. Spatial theories, particularly Ingolds (2007) work
on wayfaring and Pinks (2009) writing on emplaced knowing, offer
museum practitioners alternative, non-deficit ways of viewing how
the youngest children come to know the museum. Procters work is
framed by a focus upon the opportunities and limits of childrens
agency in both the design and inhabitation of space. She considers
the ways in which childhood emotions are enabled and constrained
by spatial contexts. Her work presented in this volume draws on
phenomenological orientations towards space and place, which foreground embodied perception in the ways that people inhabit place
(see e.g. Trigg, 2012), and connect these spatial perspectives with
sociological framings of the social construction of emotion in childhood. Finally, Seymours work uses spatiality (Keith and Pile, 1993)
as a lens to consider the production and impact of social processes
within childrens lives. Her recent work on childrens experiences of
family hotels (Seymour, 2007) connects with the recent explicit focus
on space in the area of family sociology that has been evident at a
range of scales: domestic space (Gabb, 2008; Seymour, 2011), spatially
separate relationships (Duncan and Phillips, 2010) and transnational
families (Baldasser and Merla, 2013). This work on family spatialities
speaks directly to the development of family services, such as support
for the left-behind children of migrant parents. Our work, which
explores different spaces of childhood the museum, school and

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home, is connected through a shared commitment to the more than

social (Kraftl, 2013a) study of childhood, which has interrogated the
agency of children through spatial illustrations, a number of which
contribute to this volume.

Spaces, places and childrens experiences

This book is framed by understandings of space as dynamic, political
and socially constructed (Lefebvre, 1991; Soja, 1996; Massey, 2005)
and an interest in lived space, or place, as imbued with personal
meaning (Casey, 1996; Cresswell, 2004). These are understandings
of space and place that sit within a wider cross-disciplinary interest in the spatial turn, as outlined by Warf and Arias (2009). Space
is constantly in a state of becoming, and the actions and imaginations of adults, children and the non-human world play a part
in this becoming. An overarching focus throughout this book is on
the processes through which children construct space, and through
which adults construct places for children (Fog Olwin and Gullv,
2003; Rasmussen, 2004). The chapters are divided into three themed
sections embodiment, emotion and agency reflecting the different
ways in which they connect to this core understanding. We discuss
the scope of each of these sections later in this introduction. Embodiment, emotion and agency each give us a route into the intersection
between spatial theories and childhood studies, by foregrounding
specific aspects of spatial perspectives, namely, phenomenological
anthropology, emotional geographies and inter-generational studies,
respectively. As such, the thematic organisation of the book offers
three different lenses to enable us to ask distinct questions about the
application of spatial theories to childhood studies.
Embodiment: Are children more spatial and their experiences
more embodied than those of adults, as has been famously argued
by Tuan (1977)?
Emotion: If emotions are produced through the relationships
between places and bodies (Davidson et al., 2005), what are the
implications for supporting childrens emotional lives?
Agency: If space is socially produced, as Lefebvre (1991) suggests, what are the potentials for childrens agency, actions or
perspectives within this process?

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We explore the co-production of space through attending to five

interconnected concepts, which weave their way through the three
sections. The contributors to the book are interested in the ongoingness of space, and, as reflected in Mary Thomas spatial study
of multicultural girlhood (2011), see the unfolding production of
space as closely tied to the formation of childrens identities. Both
space and identity are seen as in a constant process of being made
and remade through emplaced social interactions (Procter, 2013a,
2013b), tacit knowledge (Hackett and Yamada Rice, 2015), imagination (Wood and Hall, 2011) and ideology (Hrschelmann and Colls,
2009). We are interested in the ways that children come to understand how their actions are both enabled and constrained within
different spaces and places. We consider that these knowledges come
from the betweenness of spatial experience, where children bring
knowledges generated through their familiarity with one setting
into those which are unfamiliar. Childrens inhabitation of certain
kinds of place and the ways in which symbolic and tacit meanings are attached to space by children (Christensen and OBrien,
2003) are also recurring themes. Therefore, we consider childrens
ways of knowing as going beyond spoken or written knowledge, to
include what is remembered or imagined by the body as well as the
mind, and to a certain extent, is therefore unshareable and unknowable (Niedderer, 2007; Pink, 2009; Dicks, 2014). We are interested
in the way in which spaces, and the meanings they evoke, matter
(Kraftl, 2013b) to children, and how these matterings and their felt
intensities may be different in comparison to adult experiences and
perceptions of space. We argue that the spaces ascribed to children are
both political and ideological (see e.g. Gagens (2006) exploration of
early 20th century playgrounds), and that childrens freedom is often
constrained through access to space or through the way that spaces
shape interactions (Youdell and Armstrong, 2011). However, we also
attend to childrens subversion of these controlling influences, as
they create new ways of interacting with and in space. Additionally, if, as Lefebvre (1991) argued, (social) space is a (social) product
(p. 26), we are interested in recognising the role of children in this
social construction of space. We ask how processes of conceiving and
perceiving space may work differently for children, and the implications of this for the versions of space and place that children produce
or recognise.

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While childrens geographies has led the way in applying spatial theories to understanding childrens lifeworlds and perspectives
(e.g. Holloway and Valentine, 2000a; Holt, 2011; Hrschelmann and
Colls, 2009; Kraftl, 2013a; Philo, 2000; Skelton and Valentine, 1997;
Thomas, 2011), spatial theory has also been employed to support
theory, methodology and analysis of childhood studies in diverse
disciplines including anthropology (Christensen and OBrien, 2003;
Fog Olwin and Gullv, 2003), literacy studies (Leander and Sheehy,
2004; Nichols et al., 2011), sociology (Kullman, 2014; Lomax, 2014;
Seymour, 2007), gender studies (Thorne, 1993), education (Burke,
2013) and architecture (Parnell and Procter, 2011). Of particular note
is the cross-fertilisation of ideas across childrens geographies and
social studies of childhood (Holloway and Valentine, 2000b). The
idea for this edited collection came from our experiences of carrying
out research in disciplines which were not necessarily spatial but
for which the literature of the spatial turn brought fresh insights
and new perspectives about the lives of children we sought to understand. Similarly, for many of the authors in this book, spatial theory
was not the starting point for research, but added new insights and
perspectives to the study. Thus, the purpose of this book is to make
a contribution to the field of childrens spatialities by bringing a
range of theories on space and place, drawn from an explicitly multidisciplinary base (geography, philosophy, anthropology, architecture,
sociology) together with empirical childhood studies. We hope to rearticulate what we mean by children, space and place, widen thinking
about children and spatiality and, in doing so, develop new avenues
for research.

A note on space and place

Different foundational writers on space and place have used these
terms in a range of ways; in a book with an explicitly interdisciplinary
focus, in which contributors are drawing on diverse spatial theorists,
no single definition of space and place would be adequate. In this
section, we draw some distinctions between the ways in which the
terms space and place have been differently employed and defined,
and how scholars have positioned these terms in relation to concepts
including time, sociality and movement.

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Space and place have been applied differently by different writers;

some tend to use one or the other primarily or exclusively, while
others write about them in relation to one another. For example,
Lefebvre (1991) uses the word space to refer to the perceived, conceived and lived. Lived or social space, similar to what Soja (1996)
in turn phrases third space, is closest to how space is experienced
in the everyday. However, Casey (1996) (and Christensen, 2003, following Casey, 1996) makes similar distinctions between the abstract
and embodied, but uses the term place as a contrast to abstract space.
Cresswell (2004, p. 10) admits that while space and place are often
treated as dualisms in geography, Lefebvres concept of social space
does confuse this distinction.
Massey (2005) critiques the distinction that Casey (1996), Tuan
(1977) and others draw between space and place (in which place is
seen to be more local or authentic), problematising what is meant
by local in an increasingly globalised world. Rather, Massey suggests
that places can be seen as the coming together of spatial and temporal elements as spatio-temporal events (p. 130). Issues of scale
then, and particularly the relationship between local and global,
embodied and abstract, remain the subject of debate (Holloway and
Valentine, 2000b), with micro-scale studies of childrens spatialities
far outnumbering macro-scale structure-based research in this area
(Ansell, 2009). This is reflected in Kjrholts (2003) argument that
both the micro and the macro are enacted in childrens acts of placemaking, with a distinct focus on childrens hut-building practices in
Norway. She states that a spatial lens can offer new insights into the
ways that different scales intersect within childrens lives, thus, she
argues, attending to the neglected analysis of the affects of the global
within childhood research.
The interrelationship between time, space and sociality remains a
subject of debate in the literature. Soja (2004) argues that 19th century social science locked history and sociality together, and therefore
space has historically been overlooked by social science. The critical
spatial perspective of, for example, Lefebvre (1991) was concerned
with re-addressing this balance, and encouraging an equal consideration of the social, historical and spatial. Soja traces the growing
recognition of the spatial as an overlooked category of experience
to the seminal work of Lefebvre and Foucault. Foucault (1995),

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Introduction

for example, in his text Discipline and Punishment recognised

spatiality as an important mechanism of power. He showed how institutional spaces work upon the body, both enabling and restricting the
bodys movements and gestures. This work explored the role of both
time and space in shaping individuals inhabitation of institutional
spaces. Drawing on Foucault, De Certeau (2011) also considers power
and space in his work The Practice of Everyday Life through a focus
on how people inhabit the city. He argues that while structures of
power (strategies) shape the city, through, for example, the abstract
production of space through mapping, the ways that people inhabit
the city (tactics) are never fully determined by these structures. His
work recognises the transformational potential of time and sociality
in resisting prescribed patternings of space, society and culture.
Massey (2005) sets her work as distinct from arguments that
prioritise time over space by arguing that the important point is
the way we imagine space (p. 18, emphasis in original). Within
Masseys (2005) concept of spatio-temporal events, movement is
closely related to space; by taking a journey one is not merely
travelling through space but is a participant in its continual construction (p. 118). This perspective resonates with Ingolds (2007)
theory of wayfaring, in which movement and perception result in
placemaking (p. 101). Massey (2005) connects journeying through
time and space at a human level with flux and change of natural landscapes, which are also created through the spatio-temporal movements of, for example, melting glaciers and volcanic activity, albeit
on a much slower timescale. At both a human and natural landscape
level, fixidity, boundedness and the antiquity of place is an illusion.
For many of the great writers on space and place that have inspired
us, children were not their primary area of study. Therefore, in
applying their theories about the spatiality of human behaviour and
experience specifically to research with children, this book interrogates how transferable these theoretical ideas and methodological
approaches are to the field of childhood studies.

Embodiment, emotion and agency

The overarching themes and questions of this book are explored
in and across three sub-sections, which focus on understanding
childrens spatialities through different lenses.

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Senses and embodiment

Within social science, there has been a recent turn to phenomenological accounts of experience, reflected in the increasing attention
given to embodied, sensory and tacit experiences of place. Pink traces
this sensorial turn (Howes, in Pink, 2009, p. 7) across anthropology,
geography, architecture and arts practice, among others. Drawing
on Merleau-Pontys (1962) work, anthropologists have emphasised
the role of subjectivity in how we experience the world and the
moment-by-moment nature of our bodys sensory entanglement
with material place. Key influences on thinking here include Feld
and Bassos (1996) edited collection of ethnographic studies of how
people encounter places and make them meaningful to themselves,
Caseys (1996) philosophical work on embodiment and emplacement
and Ingolds (2008) work on the entanglement of people and the
material world. Within geography, non-representational theory starts
from the view that human life is based on and in movement (Thrift,
2008, p. 5) and recognises the challenge of representing what is
present in experience. The application of the work of, for example,
Ingold (2007) to studies of childrens everyday lives, is very much an
emerging field (exceptions include Burnett et al., 2014; Curtis, 2008;
Hackett, 2014; Kullman, 2010; Pahl, 2012). The first section of this
book makes a significant contribution to this field, by examining the
implications of a phenomenological lens for the study of childrens
spatialities.
Leder-Mackley, Pink and Morosanu open this book by considering what theoretical considerations of place, embodiment and
sensory perception can bring to the study of childrens experiences
in environments that traverse the physical and the digital. A phenomenological lens, they argue, enables scholars to engage with
the sensory, (im)material and more-than-representational aspects
of childrens lived experiences. While mostly a theoretical chapter
drawing on Ingolds concept of zones of entanglement, the authors
illustrate how childrens sensory-embodied knowledge and making
of home featured in their own ethnographic video research in the UK
about digital media and domestic energy consumption. They stress
children do not just have a voice that needs to be activated and listened to but also have other contributions that need to be seen or
found, because they are not always visible.

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Developing this section on senses and embodiment, Chapter 2

by Curtis introduces a temporal perspective to childrens spatialities.
It explores ideas of childrens spatiality in relation to the temporality
of place, the development of childrens understanding of such, and
the role of family, friends and teachers in shaping their encounters
and interpretations. Drawing from two examples of childrens experiences of being in historical places in Scotland, an archaeological
excavation and stone circles, Curtis shows how children develop an
embodied knowledge of the temporality of places. She argues that
children experience, understand and create histories in relation to
the places they inhabit and draws on Bourdieus concept of habitus,
Ingolds concept of the dwelling perspective and Tilleys phenomenological approaches to archaeological interpretation to theorise how
children experience and make sense of the past.
In contrast to these group activities, Kucirkova and Sakr focus
in Chapter 3 on a case study of one London childs experience of
photography with a digital camera at home with her father. They
argue that through art-making, children both interact with and construct the world around them; hence the context of art-making
offers the opportunity to engage with childrens embodied experiences of place and space. They consider how childrens embodied
interaction during the process of taking photographs, when analysed
using Deleuzian concepts of sense-making and rhizomatic structures of experience (rather than linearity), can challenge modern,
developmental approaches to interpreting childrens experiences of
the world. As a result, childrens art-making can be liberated from
discourses of deficiency and apprenticeship.
The final chapter in this section is provided by one of the editors,
Hackett, and focuses on childrens perspectives and ways of making
meaning during visits to a museum in the north of England. She uses
interdisciplinary theories of space and place to interpret young childrens actions in the field, with a particular focus on their embodied
experience in the museum and their production of their own version
of the museum place. Interrogating their interaction with a stuffed
bear, she shows that a specific embodied experience of place was created by the children moving through the space, and their embodied
meaning-making was a social practice. Both movement and embodied interactions were central to the production of this shared way of
knowing the museum.

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Author Index
Adler, P. and Adler, P., 60
Ahmed, S., 120, 132, 136
Ahn, J., 56
Aitken, S., 149, 187
Alanen, L., 178, 194
Ansell, N., 7
Aris, P., 180
Arnheim, R., 67
Ash, D., 76
Atkinson, R., 13
Awan, A., 12
Bailey, J., 157
Baldassar, L., 3, 153
Barker, J., 105
Barthes, R., 58, 66
Bartos, A. E., 24, 25, 120
Bateson, G., 189, 190
Blaut, J. M., 97
Blazek, M., 11, 100, 102, 103, 105,
106
Blundell-Jones, P., 12
Boler, M., 132
Bondi, L., 95, 98, 99, 104, 105
Borden, I., 169, 170, 173
Bourdieu, P., 10, 39, 41, 47, 51,
52, 71
Brannen, J., 147, 154
Brown, M., 174
Bryceson, D. F., 153
Burke, C., 6
Burnett, C., 9
Carr, N., 158
Carr, S., 164, 165, 166
Casey, E. S., 4, 7, 9, 133
Catling, S., 40
Christensen, P., 5, 6, 7, 81, 82, 128,
180, 181
Clark, A., 34, 35

Clark, C., 131, 140

Clark, V., 54, 56
Clifford, N., 96
Coates, E., 56
Collins, D., 106
Connelly, P., 149
Cooper, H., 40, 41, 44
Corsaro, B., 149, 178, 191, 192
Crenshaw, K., 194
Cresswell, T., 4, 7, 97, 131, 182
Crowley, K., 76
Csikszentmihalyi, M., 121
Cunningham, C., 169
Curti, G. H., 99
Curtis, E. M. B., 9, 10, 49
Dal Lago, A., 187
Das, J. P., 69
Davidson, J., 4, 11, 99
De Certeau, M., 8, 114, 117, 121
Deleuze, G., 56, 57, 58, 70, 133
den Besten, O., 99
Department of the Environment,
172
Dickens, L., 102
Dicks, B., 5
Dowling, R., 156
Dudek, M., 27
Duncan, S., 3
Education Scotland, 53
Edwards, R., 154
Edwards, S., 58
Ellenbogen, K. M., 76
Feld, S., 9
Fink, E., 191
Flewitt, R., 76
Fog Olwin, K., 4, 6, 128, 154, 182,
183
198

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Foucault, M., viii, 7, 8, 70, 152, 188

Francis, M., 171
Frost, J. L., 168
Gabb, J., 3, 151, 156
Gagen, E. A., 5, 103, 112
Gallacher, L., 98
Gaster, S., 172
Gehl, J., 163
Gibson, J. J., 166
Goffman, E., 182, 192
Golomb, C., 56, 67
Goodwin, C., 60, 61
Gullv, E., 4, 6, 115, 128, 154, 182,
183
Hackett, A., 2, 3, 5, 9, 10, 77, 131
Hadfield-Hill, S., 104
Hallden, G., 87
Hammershj, L. G., 120
Hammond, L., 131
Haraway, D., viii
Harker, C., 99, 103, 121
Hart, R., 169, 171, 172
Harvey, D., 96
Haynes, K., 103
Heidegger, M., 113, 114, 120, 121,
122, 125
Hemming, P. J., 99
Heseltine, P., 169
Hjorth, L., 27
Hochschild, A., 131, 132
Hole, V., 171
Holloway, S., 6, 7, 95, 97, 155, 180,
183
Holme, A., 169
Holt, L., 6, 98, 103, 149, 155, 180
Hornby, L., 64
Hrschelmann, K., 5, 6, 98, 106,
153, 181
Horton, J., x, 22, 23, 24, 35, 41, 99,
103, 105, 180
Howes, D., 9, 26
Huijsmans, R.B.C., 153

199

Ingold, T., ix, 3, 8, 9, 10, 25, 26, 27,

31, 33, 34, 35, 36, 39, 40, 41, 42,
47, 48, 50, 51, 52, 83, 84, 87, 89,
90, 129
Irwin, R. L., 56
Jackson, M., 113
James, A., 1, 22, 24, 34, 35, 41, 76,
101, 112, 129, 148, 171, 178,
180, 181, 182
James, S., 101
Jenkins, A. L., 168
Jenks, C., 178, 181, 183
Jensen, A., 147, 154
Jessen, C., 117
Jewitt, C., 60
Johnson, M., 158
Jones, O., 99, 101, 102
Juozeliuniene, I., 153
Jupp Kina, V., 102
Kallio, K. P., 103
Karoff, H., 11, 12, 113, 114, 115,
117, 120
Karsten, L., 172
Katz, C., 149
Keith, M., 3, 155
Kesby, M., 97, 98
Kinoshita, I., 172
Kjrholt, A. T., 7
Kliment, S. A., 166
Knight, L. M., 54, 56, 58, 65, 66,
67, 70
Kraftl, P., 4, 5, 6, 11, 22, 23, 24,
35, 41, 95, 99, 103, 105, 133,
180
Kress, G., 60, 76
Kucirkova, N., 10, 72
Kullman, K., 6, 9
La Francois, B., 149
Lambert, G., 55, 56
Law, J., 105
Leander, K. M., 6, 85, 89
Leder Mackley, K., 9, 24, 25, 27,
28, 33

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Author Index

Lee, N., 185

Lees, L., 102
Lefebvre, H., ix, 1, 4, 5, 7, 14, 77, 84,
85, 86, 87, 90, 96, 113, 115, 117,
118, 125, 128, 152, 185
Leinhardt, G., 3, 76, 81
Levy, A., 165
Lewis, R., 150
Ley, D., 98
Llewelyn-Davies Planning, 164
Loke, L., 56
Lomax, H., 6
Long Live South Bank, 174
Lynch, K., 164, 166
Lynch, P. A., 158
MacDougall, D., 25
MacRae, C., 54, 56, 57,
68, 70
Malvern, S. B., 66
Marston, S. A., 97
Massey, D., ix, 4, 7, 8, 25, 96,
133
Matthews, H., 101
May, V., 152
Mayall, B., 13, 147, 148, 152, 156,
178, 190, 194
McIntosh, I., 155
McKendrick, J., 95, 169, 172,
184
McNamee, S., 147, 149, 151, 152,
154
Merleau-Ponty, M., 9, 113
Miller, D., 31, 113
Mitchell, K., 103
Mizen, P., 24
Moore, R. C., 169, 171
Moores, S., 27
Morgan, D. H. J., 155, 156,
157
Moss, P., 182, 193
Mouritsen, F., 117
Murray, L., 114
Nast, H., 104
Nayak, A., 99

Nichols, S., 6
Niedderer, K., 5
Nieuwenhuys, O., 152
Oakley, A., 188
Office of the Deputy Prime Minister
(ODPM), 164, 168
Opie, I. and Opie, P., 171
Oswell, D., 22
Outley, C. W., 172
Pagis, M., 82, 83
Pahl, K., 9
Pain, R., 99, 106
Parnell, R., 6, 13
Paterson, M., 51
Percy-Smith, B., 102
Perrot, M., 184
Personal Social Health and
Economic Education (PSHE)
Association, 134
Philippoupolos, A., 178
Philo, C., 6, 98, 101, 106
Pile, S., 3, 11, 95, 155
Pink, S., 3, 5, 9, 24, 25, 26, 27, 28,
31, 33, 35, 81, 89, 90, 115, 130,
133
Postill, J., 26, 31
Poxon, J. L., 55
Preece, T., 103
Procter, L., 2, 3, 5, 6, 11, 12, 13, 104,
129, 131, 132, 136
Prout, A., 22, 35, 76, 171, 178
Punch, S., 152, 153
Puwar, N., 182
Pyyry, N., 105
Qvortrup, J., 148, 178, 181
Raggl, A., 24
Rasmussen, K., 4, 81, 82, 89, 112,
171, 182
Reckwitz, A., 114
Ribbens McCarthy, J., 154
Richards, R. D., 59, 65
Rivlin, L. G., 167, 168

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Author Index

Rose, G., 61, 98

Rovatti, P. P., 187, 191
Sakr, M., 10, 60, 64
Sandseter, E. B. H., 115
Satta, C., 13, 14, 180
Schanzel, H. A., 158
Schmidt, L.-H., 113, 114, 116, 122,
125
Schneider, T., 13
Schratz, M., 24
Scoffham, S., 40
Sellers, M., 56
Sellers, W., 56, 57, 68
Seymour, J., 2, 3, 6, 13, 132, 147,
149, 150, 153, 154, 155, 156,
157, 158
Sheets-Johnstone, M., 56, 71, 83, 131
Shilling, C., 22
Sibley, D., 101, 150
Simmel, G., 183, 192
Skr, M., 172
Skelton, T., 6, 95
Smith, F., 105
Smith, F.M., 98, 106
Smith, L., 42, 43, 50
Smith, M., 95
Soja, E. W., ix, 1, 4, 7, 12, 14, 75, 76,
85, 178, 179, 180
Somerville, M., viii, 133
Springgay, S., 56
Stevens, M., 168
Stewart, K., 132, 133
Surin, K., 55
Sutton-Smith, B., 112
Szarkowski, J., 58
Tandy, C., 172
Thomas, M., 5, 6
Thorne, B., 6, 140, 192, 194

201

Thrift, N., 9, 35, 98

Till, J., 13
Tilley, C., 2, 10, 39, 41
Trigg, D., 3, 131
Tuan, Y., 4, 7, 23, 183
Turner, V., 133
Turner-Bisset, R., 40
US Office of Education and
Department of Defense Civil
Preparedness Agency, 167
Valentine, G., 6, 7, 95, 97, 101, 112,
157, 172, 180, 183
van Blerk, L., 97
Vergunst, J., 113
Vygotsky, L., 76, 81
Waite, L., 103
Walsh, J., 153
Ward, C., 171, 173
Warf, B., 4
Wetherell, M., 132
Wheway, R., 172
Widerberg, K., 147, 151
Widmer, E., 158
Wilson, G., 31
Wilson, S., 35
Winchester, H. P. M., 101
Windram-Geddes, M., 11, 100, 104
Winner, E., 67
Wood, E., 5
Woodyer, T., 105
Woolley, H., 13, 151, 164, 169, 170,
171, 172, 174
Wyness, M., 189
Youdell, D., 5, 131
Zeiher, H., 148, 150, 178, 181

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Subject Index
affordance, 166, 173
agency, 4, 1213, 133, 14759
childrens agency, 3, 13, 978,
1478, 178, 180
spatial agency, 12, 14859, 171,
174, 17880
anthropology, 9, 31
appropriation, 106, 151
archaeological site, 10, 436
archaeology, 437
architecture, 1213, 169, 174
invisible architectures of the
home, 33
art-making, 10, 56, 701
bathrooms, 2930, 312, 1501
betweenness, 5, 1289, 130, 141,
147, 149
children
early years, 1314, 59, 778, 178
meaning making, 129
school children, 1112, 43, 1152,
12842
skateboarders, 13, 16970, 1734
social actors, 13, 97, 14751, 153,
158
spatial separation, 178, 181
teenagers, 13, 4950, 154
voice, 24, 345, 100, 1023
Civic open space/public space, 13,
1523, 157, 159, 164, 165,
1701, 174, 17883
Deleuzian approaches, 54, 701, 133
digital, 9, 267, 312, 58, 60, 712
disruption, viii, xi, 1, 54
early years settings, 17893
education, 13, 99, 130, 133, 1667,
174

embodiment, 4, 910, 22, 24, 26,

334, 812, 90, 98, 100, 103, 131
body, 1045, 11415, 11819, 121,
123, 131, 133, 138, 141, 157
embodied learning, 43, 501
mind/body split, 98
emotion, 4, 1112, 95106, 11225,
12842, 151, 1567
constructed, 129, 1313, 137, 138,
139
embodied, 129, 1313, 137, 139
emotional articulation, 11, 103
practice, 151
energy consumption, 279
environment, 223, 257, 99, 113,
130, 133, 141, 14951, 159, 163,
1656, 16875
ethnography, 778, 82
sensory, 9, 27, 345
experience, 1, 978, 1013, 141, 147,
149, 154, 159, 169, 171
families, 13, 97, 147, 1501, 1539
family display, 1589
visits to heritage sites, 501
flow, 334, 122
generational order, 148, 172, 1823
geographies
childrens, 6, 23, 41, 95106, 155,
171, 180
emotional, 11, 95106
non-representational theory, 9, 98,
103
habitus, 41
heritage, 423
heterotopia, 152
history, 40, 133, 163
playgrounds, 168
202

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Subject Index

home, 2732, 61, 149, 1503, 155,

1569, 164, 172
homeless, 167
identity, 5, 98, 131, 137, 1401, 181
institutional spaces, 812, 13,
12830, 132
intensity, 5, 114, 123
intergenerational relationships, 12
knowing, -ledge, 5, 98, 174
emplaced, 26, 334, 812, 89
experiential, 149
geographical, 147
representation of, 105
subjagated, viii
tacit, 5, 24, 26
liminal spaces/liminality, 133, 155
mattering, 5, 99, 104, 105, 129
media, 150
digital, 215, 31
portable, 152
social, 153, 174
studies, 21, 31
methods
digital/visual, 245, 434, 50,
5960, 78, 11516, 134
home tours, 289
participant observation, 789, 134,
178
survey, 48
migration, 153, 1589
minor policy, 1056
movement, ix, 10, 669, 767, 825,
89, 11819, 154, 156, 1578
stillness/non movement, 667, 82
multimodality, 604, 767
museum, 3, 10, 47, 7789, 131
music, ix, 13, 2930, 32, 102, 124
natural space, 164, 169
neighbourhood, 1645, 172
non-human, 133, 141

203

objects (material), 44, 467, 79, 82,

120, 133, 149
ongoingness, 5, 34
outdoors, 13, 157
perception, 138, 140, 158
sensory perception, 21, 2930
phenomenology, 9, 12, 41, 812, 98,
11314, 115, 125
photography, 10, 43, 50, 5760,
614, 712
place, viii, 256, 34, 401, 1289
for children, 182, 1845
definitions, 4, 68, 25, 131, 133
emplacement, 5, 26, 334, 812,
12933, 135, 139, 141
out of place, 131, 1814
place-making, 128, 130, 1345,
1401
planning, 12, 1636, 175
play, 1112, 1314, 11225, 1357,
140, 141, 1689, 1712, 1745,
1789, 182, 1846,
18892
play centre, 178, 1835
playgrounds, 112, 115, 116, 118,
128, 1301, 134, 135, 1645,
1689, 1712, 1745
policy/policy making, x, 12, 96,
1056, 164, 170
politics of difference, 1012
relationships, 100, 102, 113, 12932,
148, 152, 183
adult/adult relationships, 1878
child/adult relationships, 1314,
1002, 1045, 1789, 183,
18990
parent/child, 59, 61, 659, 155,
1578, 187
peer relationships, 79, 83, 122,
135, 13940, 1412
power dynamics, 1003, 140, 149,
1501, 1867
sibling relationships, 152
resistance, 149, 153, 157

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204

Subject Index

rhizome/rhizomatic, 57, 58
rhythm, 11315, 11620, 1235
scale, viii, 7, 13, 87, 967, 147, 150,
1519
school, 1112, 25, 43, 1152,
12842, 165, 168, 172, 173
sense-making, 556
skateparks, 128, 16971, 175
social actors, 13, 97, 14751, 153,
158
sociality, 114, 118, 120
social justice, 163
sociology
childhood, 22, 756, 178, 180
emotion, 3, 129
family, 3, 13, 147, 155, 159
space, ix, 4
constructed, 151, 1656, 16871,
173, 1745
definitions, 4, 68
found, 13, 151, 163, 1668, 1715
materialities, 113, 117, 130, 133
open, 151, 1636, 16875
perceived, conceived, lived, 867

and place, the different between,

67
socially produced, 7, 845, 879
space of representation, 185
spatial turn, 4, 756
third, 7
spatiality, 3, 89, 967, 100, 1034,
1056, 131, 1489, 1549, 183
spatial justice, 12, 17880
stone circle, 10, 489, 51
subversion, 5, 130
symbolic meaning, 5
time, 78, 402, 101, 104, 11819,
121, 129, 1323, 141, 150, 153,
154, 1556, 167
spatio temporal event, 8, 117
temporality, 10, 402, 52
urban, 8, 13, 151, 152, 154, 1635,
16974
users, 114, 151, 164, 166, 167, 170,
173, 175
video, 245, 2930, 33, 60, 103
virtual spaces, 150, 152

Copyrighted material 9781137464972