Children constructing Japan: material practices and relational learning

Children who carry stones in their pockets: on autotelic material practices in everyday life

“…Through grasping the complex relations present in children's encounters with matter, children's geographers can resist and protest simplified accounts of children's everyday lives (Horton and Kraftl 2006;Taylor 2009). Furthermore, children's geographers are in a position to provide insights not only back to circulation into academic geography but more widely into theories of materiality that have emerged in other disciplines as well, one pertinent example being aesthetics of everyday life (Irvin 2009;Light and Smith 2005;Saito 2007) which is currently theorized solely through adult views.…”

Investigating change in young people’s understandings of Japan: a study of learning about a distant place

“…Three research strands from different disciplines have investigated children's and young people's understandings and experiences of places (Taylor, 2009). The majority of the existing empirical work has been conducted with younger age groups (as recognised by McKendrick, 2000; Ansell, 2006).…”

“…A third strand that contributes to this area comes from geography education research, conducted primarily by geography teachers or teacher‐educators, with a focus on children's learning. In practice, of course, these three strands are not totally distinct; in particular there are overlaps between the geography education work and the perception and cognition literature (Taylor, 2009). Research on children's understandings of place from the UK tends to provide small‐scale case studies of children's representations of distant places at particular points in time (for example Leigh & Snellock, 1991; Harrington, 1998; Disney, 2005).…”

“…Whilst from an academic geography viewpoint, the distinction between ‘local’ and ‘distant’ place may be problematic (Taylor, 2009), the distinction may be a useful one within classroom geography as there are different challenges involved in learning about each type of place. A number of distant places are commonly studied within Key Stage 3 geography curricula in the UK (Roberts, 2006).…”

Identities and Subjectivities

“…There are numerous educational studies that interpret the pedagogical role of place in classroom settings (see Matthewman and Morgan 2006;Taylor 2009). There are numerous educational studies that interpret the pedagogical role of place in classroom settings (see Matthewman and Morgan 2006;Taylor 2009).…”