The Personal is Political: Developing new subjectivities through participatory action research

Cahill, Caitlin

doi:10.1080/09663690701324904

Cited by 246 publications

(185 citation statements)

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“…There is interesting work for example on the politics of mobility (Barker 2003(Barker , 2012Kearns and Collins 2003;Benwell 2009;Kullman 2010;Evans 2011), on identity politics related to race, gender and class in everyday communities (Hyams 2000;Morris-Roberts 2004;Van Ingen and Halas 2006;Thomas 2008Thomas , 2011Mitchell and Elwood 2012), and on power relations and political subjectivity (e.g. Cahill 2007;Gallagher 2008;Pike 2008;Häkli and Kallio 2014b). …”

Section: Discussionmentioning

confidence: 99%

Children's Political Geographies

Kallio

Häkli

2015

The Wiley Blackwell Companion to Political Geography

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Section: Discussionmentioning

confidence: 99%

Children's Political Geographies

Kallio

Häkli

2015

The Wiley Blackwell Companion to Political Geography

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“…Firstly, whereas children's politics has gained little attention in the academia, young people's politics and political agencies are fairly extensively discussed in social sciences and political geography (e.g. Matthews & Limb, 1998;Buckingham, 2003;Hörschelmann & Shäfer, 2005;Cahill, 2007;Hörschelmann, 2008;Skelton, 2010;Kallio & Häkli, 2011a). Secondly, it is clear that 'Politics' and 'politics' cannot be strictly demarcated from each other, as Skelton (2010) aptly points out.…”

Section: Relating Children and Politicsmentioning

confidence: 99%

Are There Politics in Childhood?

2011

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Abstract:This paper sets out to explore children's worlds as potential fields of political action. Children are approached as competent political agents whose mundane lives are permeated by politics in which they have their own positions and roles. The paper discusses how children can be found to act politically in their everyday lives and, to some extent, also practice their own political geographies. The main objective is to propose a theoretical basis for recognizing the political aspects of children's agency and studying political geographies embedded in children's lived worlds.Keywords: children, politics, politicization, the political, political geography, childhood studies Are there politics in childhood?In the past twenty years interest towards children and young people's geographies has grown steadily in cultural studies and social sciences. Spaces and sites such as the home, the school, urban neighborhoods and virtual communities have been explored as significant contexts of children's everyday agency with and alongside other people. As part of this scholarship also power relations embedded in children's lived worlds have been acknowledged. Dynamics and power struggles maintained and produced by the children themselves, the imbalances and hierarchies concerning child-adult relations, and the society's pressures bearing upon childhood have been explored in various contexts (e.g. Morris-Roberts, 2004;Gallacher, 2005;Forsberg & Strandell, 2007;Gallagher, 2008;Thomas, 2009).However, the political geographies consequential in children's everyday lives are rarely positioned at the centre of these explorations. Children's worlds are typically approached as social and cultural environments, but not as political arenas -i.e. spaces where the presence of human relations is organized by power (Brown 2002:.569). Even studies that explicitly focus on power or empowerment tend to overlook the political dynamisms that direct and transform the power relations embedded in children's lived worlds. The scholarship foregrounding children's involvement or participation in political processes usually deals with issues readily known as belonging to the sphere of 'the political', be that civic activism, urban planning or policy making in schools. Hence, what politics means in each case is not derived from children's experiences and lived worlds but determined on the basis of policies and politics pertinent to adult communities and societies. This sustains the perception of children's mundane lives as not determined by webs of power relations forming around matters of importance to children themselves. Yet, if we accept that children are active members of their communities and societies (beings), and not merely objects of top-down socialization processes (becomings), we should reverse our thinking concerning children's political lives (see Arneil, 2002;Skelton, 2007;Kallio & Häkli, 2010).In this paper we propose that power relations acknowledged and constituted by children themselves form the basis of their political lives. T...

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“…In response to tools such as LEED, regenerative design argues for the participation of building users in the complete design process and the co-evolution of human and natural systems in partnership (Cole, 2011). The issue of engaging stakeholders in the design process is particularly pressing in order to ensure design quality and good performance (including energy performance); however, integrated stakeholder engagement is still undervalued and there are few tools to assist in holistic evidence-based design (Cahill, 2007;Kindon and Pain, 2009;Payne, Mackrill, Cain, Strelitz & Gate, 2014;van Hoof et al, 2014). Furthermore, few have engaged with the question of inclusive participation in sustainable design (Kaatz, Root, & Bowen, 2005).…”

Section: Introductionmentioning

confidence: 99%

Exploring the use of new school buildings through post-occupancy evaluation and participatory action research

Wheeler

Malekzadeh

2015

Architectural Engineering and Design Management

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This paper presents the results of the development and testing of an integrated post-occupancy evaluation (POE) approach for teachers, staff, pupils and community members using newly constructed school buildings. It focusses on three cases of UK secondary schools, demonstrating how users can be inspired to engage with the problems of school design and energy use awareness. The cases provided new insights into the engagement of school teachers, staff and young people regarding issues of sustainability, management, functional performance and comfort. The integrative approach adopted in these cases provided a more holistic understanding of these buildings' performance than could have been achieved by either observational or more traditional questionnaire-based methods. Moreover, the whole-school approach, involving children in POE, provided researchers with highly contextualised information about how a school is used, how to improve the quality of school experiences (both socially and educationally) and how the school community is contributing to the building's energy performance. These POE methods also provided unique opportunities for children to examine the social and cultural factors impeding the adoption of energy-conscious and sustainable behaviours. This paper presents the results of the development and testing of an integrated post-occupancy evaluation (POE) approach for teachers, staff, pupils and community members using newly constructed school buildings. It focuses on three cases of UK secondary schools, demonstrating how users can be inspired to engage with the problems of school design and energy use awareness. The cases provided new insights on the engagement of school teachers, staff and young people regarding issues of sustainability, management, functional performance and comfort. The integrative approach adopted in these cases provided a more holistic understanding of these buildings' performance than could have been achieved by either observational or more traditional questionnaire-based methods. Moreover, the whole-school approach, involving children in POE, provided researchers with highly contextualised information about how a school is used, how to improve the quality of school experiences (both socially and educationally) and how the school community is contributing to the building's energy performance. These POE methods also provided unique opportunities for children to examine the social and cultural factors impeding the adoption of energy-conscious and sustainable behaviours.

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The Personal is Political: Developing new subjectivities through participatory action research

Cited by 246 publications

References 24 publications

Children's Political Geographies

Children's Political Geographies

Are There Politics in Childhood?

Exploring the use of new school buildings through post-occupancy evaluation and participatory action research

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