Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.513667
Title: Children's participation in changing school grounds and public play areas in Scotland
Author: Mannion, Gregory B.
ISNI:       0000 0001 2439 6079
Awarding Body: University of Stirling
Current Institution: University of Stirling
Date of Award: 1999
Availability of Full Text:
Access from EThOS:
Access from Institution:
Abstract:
The study draws on theories of society, learning, planning and design, democracy, identity formation, and cultural change to inquire into children’s participation in the social sphere. The thesis emerges from the growing literature in the sociological and educational study of childhood, identity, space and culture. A case study approach, using a variety of participatory methods and photographic visual evidence, is employed to investigate the substantive issue of children’s participation in changing their locales in a contemporary Scottish context. Two main cases are narrated: the first concerns primary school children’s experience in participating in changing school grounds throughout Scotland; the second details the experience of one local authority’s efforts to enhance public play provision for children with disabilities. Local socio-cultural / spatial practices used in the construction of children’s participation and their places of learning, work, and play are described. Children are found to be ‘positioned’ between adult desires to increase children’s participation in matters that affect them, while at the same time, adults may wish to protect children from perceived dangers. The context for children’s participation takes cognisance of the influences of schooling, the exclusion of children from the workplace, as well as the influences of technology, the media, and the changes in family make-up. One central finding of the thesis is that children’s experience of participation appeared to be constructed out of ‘essential beliefs’ about the relations between children and adults, the nature of the child and the child’s ‘place’ in society.
Supervisor: Waterhouse, S. ; Sankey, K. Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.513667  DOI: Not available
Keywords: Decision making in children ; School grounds Design Scotland ; Play areas Scotland ; Environment and children ; children ; participation ; identity ; relations ; child-adult ; adult-child ; spatial ; spatiality ; identification ; education ; learning ; space ; school grounds ; play park ; Scotland ; school ; visual methods ; inclusion
Share: