Street Literacy: Urban Teenagers' Strategies for Negotiating their Neighbourhood

Cahill, Caitlin

doi:10.1080/713684375

Cited by 152 publications

(110 citation statements)

References 18 publications

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“…The 22 teenagers who we spoke to, and particularly the boys, described how it is not just adults who were fearful and frightened by young people in urban contexts, young people were also wary of their peers (Bromley and Stacey 2012;Cops 2013). Teenagers' street literacy is developed not just through their own experiences but through encounters with peers and adults (Cahill, 2000). In this aspect the analysis contributes to literature on young people and public space but it also responds to calls for a relational approach to geographies of age in drawing attention to how this regulation and control is carried out by young people on each other (Hopkins and Pain 2007;Vanderbeck 2007).…”

Section: Resultsmentioning

confidence: 99%

“…As Cope (2008) describes children are 'very good geographers' who can explain the physical and social fabric of where they live and make moral distinctions about these places. This experiential knowledge affords young people with 'street literacy', that facilitates their negotiation of localities (Cahill, 2000). Yet as Cahill's empirical observations illustrate, children's experiential learning is bounded by rules and regulated by others.…”

mentioning

confidence: 99%

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Gender differences in teenage alcohol consumption and spatial practices

Holdsworth

Laverty

Robinson

2017

Children's Geographies

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In recent years teenagers have reported a decline in under-age drinking at the same time as their access to public space has been increasingly curtailed. In this paper we explore the spatial practices and drinking behaviours of a group of teenage girls and boys aged 13-14 years in Liverpool, UK. Our analysis considers how their use of space was bound up with experimentation with alcohol and how this varied by gender. We find in support of previous research that both girls and boys report nuanced experiences of public space, with some enjoying greater freedom while others have moved into more domestic and supervised leisure spaces in response to fears about their safety in public spaces. The boys also reported less alcohol consumption than the girls. These gendered experiences were mediated by social relationships and encounters with other young people, their parents and carers and other adults in positions of authority.

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Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

Gender differences in teenage alcohol consumption and spatial practices

Holdsworth

Laverty

Robinson

2017

Children's Geographies

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show abstract

“…Few studies examined how children perceive and utilize their environment [22][23][24]. Research shows that children and young adults utilize local public spaces more than any other community group [22,25,26].…”

Section: Literature Reviewmentioning

confidence: 99%

Perception of Space among Children Studying Their Local Grasslands: Examining Attitudes and Behavioural Intentions

Eilam

Garrard

2017

Sustainability

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Abstract:The study examined children's perception of space in the context of place-based education. It investigates: the cognitive attitudinal dispositions involved in perceiving space as 'empty'; and, how students' attitudes toward one grassland site inform their attitudes and behavioural intentions when applied to similar spaces which are spatially and temporally remote. A group of urban primary students participated in a four-month environmental education program in which the students were immersed in a local grassland reserve through repeated visits and learning about grasslands. Data collection included surveys and a focus group activity concerning future neighbourhood planning. The results indicate that the children perceived as 'empty' spaces which were un-built, lacked human activities, or were un-identified on a map of the area. Students presented negative attitudes toward 'empty spaces' and were inclined to 'fill' them. In regard to future planning of their neighbourhood, high consistency was found between the students' positive attitudes and their intentions to preserve the studied grassland site. This alignment between attitudes and behavioural intentions became disentangled when applied to remote sites at future times. While attitudes remained positive, behavioural intentions were willing to forsake grassland sites. The implications of the findings to environmental education are discussed.

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“…Aitken, 2001;Ansell, 1999;Cahill, 2000;Holloway and Valentine, 2000;Holloway et al, 2010;Johnston et al, 2000;Katz, 2004;McDowell, 2002;Nayak, 2003;Skelton and Valentine, 1998). Many of these have tended to engage in more detail with young people's everyday spaces of learning, both in formal education and in informal settings (Gagen, 2000;Mills and Kraftl, 2014;Robinson, 2017).…”

Section: Background and Contextualizationmentioning

confidence: 99%