Louise Holt
Biographic Data
| ID | 976315 |
|---|---|
| NAME | Louise Holt |
| GIVEN NAMES | Louise |
| FAMILY NAME | Holt |
| SIGNATURE | HOLT L |
| AFFILIATIONS | Loughborough University |
| ORCID | 0000-0001-9244-7448 |
| VERIFIED | Yes |
| TOTAL WORKS | 34 |
| TOTAL CITATIONS | 571 |
| AUTHOR COUNT | 34 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 12 |
Uneven Geographies of Special Educational Needs and School Segregation in England
The paper documents new educational and social geographies: the intensified and variable geographies of segregation and exclusion of one of the most marginalised groups of children, those with labels/experiences of ‘Special Educational Needs and Disabilities’ (SEND), who are usually disabled or neurodiverse, in England. The disadvantage faced by, and systematic societal failure to support, disabled and neurodiverse children has become increasingl…
Parents’ perspectives on special education in England: Institutional disability discrimination and non-compliance with the law
In England, the education of disabled and neurodiverse children with ‘Special Educational Needs and Disability’ (SEND) is in crisis, reflecting global challenges. Children are being failed despite spiralling costs. Government’s long-delayed plans for SEND are imminent. Yet scholarship about SEND in sociologies of education is limited. The paper foregrounds parents’ accounts, which are often overlooked, from semi-structured interviews and online …
Indigenising the Australian University science curriculum: Review and recommendations
Responding to the 2017 Universities Australia Indigenous Strategy, which aims for more inclusive educational practice, this study used a mixed methods including Indigenous standpoint and Yarran framework to investigate the inclusion of Indigenous science in Australian University curricula. In 2022, we found a total of 72 Indigenous science units taught across 23 of Australia’s 38 universities. Notably, 31 Indigenous science units were taught in t…
Building mixed and sustainable communities: From a sewage works to the realization of an island dream in a global provincial town
The paper examines a case-study of a brownfield “mixed” development in Reading, UK, undertaken when Reading was emerging as a “global provincial town”. The development provides lessons for current government policy and addressing key global challenges; how to resolve housing shortages within the context of human-induced environmental change and how to promote inclusive, diverse societies. We argue that it is helpful to distinguish brownfield site…
The Space and Power of Young People's Social Relationships: Immersive Geographies
The book examines the power of young people’s social relationships in schools to transform, or more often, to continue, differences that pervade societies: mind-body-emotional diff erences or Special Educational Needs and Disability, gender, poverty, race/ethnicity, sexuality and their intersections. The book details extensive qualitative research with young people, foregrounding their accounts. In challenging educators and others to engage with …
‘I am not alone’: Enabling factors for Aboriginal and Torres Strait Islander PhD success
Through yarning and storying led by Aboriginal researchers, this study explores the success factors for Indigenous PhD Graduates. Participants comprised 21 Aboriginal and/or Torres Strait Islander people who had completed their PhDs within the last 7 years. Our thematic analysis uncovered themes associated with participants’ decision to enrol as a scholar and the factors and experiences that contributed to the successful completion of their PhD. …
Failing children with Special Educational Needs and Disabilities in England: New evidence of poor outcomes and a postcode lottery at the Local Authority level at Key Stage 1
This paper sets out original findings from analyses of the English National Pupil Database of Key Stage 1 (KS1) attainment, to examine educational outcomes of children with Special Educational Needs and Disabilities (SEND). The schooling of these children has been entirely within the context of the current SEND system, defined by the 2014–2015 policy of the Children and Families Act and Code of Practice. With a strong focus on children's needs an…
The 'Mirrored Ceiling: Young undergraduate student women's expectations of gendered career opportunities and constraints
This paper examines young women university students' expectations of gender inequalities in the workplace, drawing upon semi-structured interviews with 21 young women at three mid-high ranking universities. Our original findings show that the young women were factoring-in expectations of the gendered workplace as a backdrop to their career choices and life-planning. Critically, these young women are relatively privileged and educationally success…
Tiny human geographies: Babies and toddlers as non-representational and barely human life
We question the relative absence of babies and toddlers in geographies of children and youth, while also acknowledging what may be signs of a new subfield in the making. We argue that there is an exciting opportunity here because babies and toddlers are at the crux of what it is to be human, raising potent questions about exactly ‘what kinds of human’ are they? We argue that babies are the ultimate non-representational, in certain respects barely…
Challenging the colonial legacy of/at Macquarie
Macquarie University takes its name from a man known simultaneously as the founding father of Australia, its greatest colonial administrator, a key inspiration for Australia's egalitarian ethos, the military strategist who authorised the Appin Massacre, and committed civiliser of the uncivilised native peoples of Sydney who established the first institutions aimed at educating Aboriginal children by separating from their families, culture, and la…
Walanga Muru Reflection - Covid-19 and a Community Approach to Indigenous Higher Education Success at Macquarie University
On the 21 March 2020, Walanga Muru, the Aboriginal and Torres Strait Islander space at Macquarie University, transitioned to a fully digital community as a result of the Covid-19 outbreak. Walanga Muru’s success is grounded by our ability to form relationships and connections, guided by Aboriginal values, perspectives, shared experiences, and aspirations. These connections allow us to share journeys with our community members contributing to over…
Children and Covid 19 in the UK
The UK has been one of the most badly affected nations of the Global North by the COVID-19 outbreak in terms of illness, death rates and a severe economic downturn. Children have been impacted severely (and unequally), with UK lockdown meaning that many children were away from school and usual leisure activities for six months during the first lockdown. We revised this Viewpoint during the third lockdown when schools were closed again for an inde…
Learning to be (multi)national: Greek diasporic childhood re-memories of nationalism and nation-building in Australia
The paper explores unstable, interconnected and dynamic processes of diasporic nation-building and memory-making of adult members of the Greek diaspora in Australia as they recall their childhood experiences. The paper makes two key original contributions. First, we identify the importance of the re-membered and embodied diasporic child and childhood spaces to hybrid Greek and Australian adult national identities. Second, the paper provides an em…
Children living in pandemic times: A geographical, transnational and situated view
The aim of this editorial to the Viewpoints Special Issue on ‘Children Living in pandemic Times: a geographical, transnational and situated view’ is, on the one hand, to present a transnational general picture of the COVID-19 situation for children. And on the other, to make a call for childhood researchers particularly focused on children's geographies, to collaboratively approach this unprecedented situation. The main aspects of children living…
Disability, special educational needs, class, capitals, and segregation in schools: A population geography perspective
This paper investigates the spatially variable schooling of young people with special educational needs and disability (SEND) and interconnections with class and capitals, using analysis of the School Census and interviews with 64 educational professionals and parents in three areas in Southeast England. Three key original findings emerge. First, high proportions of young people with SEND come from poor backgrounds; however, most young people wit…
Gender, class, race, ethnicity and power in an elite girls’ state school
Selective state grammar schools are the subject of sustained political debate surrounding issues of standards, education quality and social mobility, and yet they have received little academic scrutiny in geographies of education. Increasing numbers of young people are educated in selective settings in both the UK and globally. In this paper, we argue that some selective state schools are ‘elite’ spaces, whose alumni hold disproportionate power a…
Geographies of co‐production: Learning from inclusive research approaches at the margins
This introduction to the themed special issue raises provocative questions about the nature and meaning of co‐production by engaging specifically with voices from the margins – groups and individuals who occupy marginalised embodied subjectivities. Key themes emerging from the papers raise questions about the nature and meaning of co‐production. We suggest a need to move away from a focus on co‐production or even participation towards empowerment…
Questions of agency: Capacity, subjectivity, spatiality and temporality
Geographies of Children, Youth and Families is flourishing, but its founding conceptions require critical reflection. This paper considers one key conceptual orthodoxy: the notion that children are competent social actors. In a field founded upon liberal notions of agency, we identify a conceptual elision between the benefits of studying agency and the beneficial nature of agency. Embracing post-structuralist feminist challenges, we propose a pol…
“Everyone knows me …. I sort of like move about”: The friendships and encounters of young people with Special Educational Needs in different school settings
This paper examines the peer-related social experiences and friendships of young people (aged 11–17) diagnosed with Special Educational Needs in four different school settings: two mainstream schools with special units and two special schools in Southeast England, UK. Findings from qualitative research involving young people with Special Educational Needs and adults, and participant observation, are presented. The young people had one or a combin…
Food, feeding and the material everyday geographies of infants: Possibilities and Potentials
This is an Accepted Manuscript of an article published by Taylor & Francis in Social and Cultural Geography on 16 Jun 2016, available online: http://dx.doi.org/10.1080/14649365.2016.1193889
Exploring the Emergence of the Subject in Power: Infant Geographies
Following Butler's argument that understanding the operations of power requires an examination of the contexts of 'infants' emergence', this paper explores the potential for infant geographies. Butler points to the importance of infancy to subjection, the formation of psyches, and the 'fiction' of an interior or socially anterior self. Attention to infants' everyday geographies therefore has the potential to unravel how individuals are subjected;…
Special Units for Young People on the Autistic Spectrum in Mainstream Schools: Sites of Normalisation, Abnormalisation, Inclusion, and Exclusion
This paper explores the experiences of young people on the autistic spectrum (AS) who attend a special unit within a mainstream secondary school in England. The paper feeds into contemporary debates about the nature of inclusive schooling and, more broadly, special education. Young people on the AS have been largely neglected within these debates. The paper focuses upon processes of normalisation and abnormalisation to which the young people on t…
Diverse spaces of childhood and youth: Gender and other socio-cultural differences
Thesis Abstracts
Beyond otherness: Exploring diverse spatialities and mobilities of childhood and youth populations
This paper sets the context for the special edition. The themed collection begins to address questions raised about the level of engagement of Geographies of Children and Youth with wider social and cultural theory. We argue that there are some commonalities with critiques levelled at Population Geography, and suggest that dialogue between the two subdisciplines provides a useful way forward. We suggest going beyond the ‘otherness’ of childhood t…
Studentification and 'Apprentice' Gentrifiers within Britain's Provincial Towns and Cities: Extending the Meaning of Gentrification
This paper focuses on processes of studentification, and explores the link between higher education students and contemporary provincial gentrification. The paper provides two main, interconnected, contributions to advance debates on gentrification. First, the discussion appeals for wider temporal analyses of the lifecourses of gentrifiers to trace the formation and reconfiguration of the cultural and residential predilections of gentrifiers acro…
Embodied social capital and geographic perspectives: Performing the habitus
This paper reopens debates of geographic theorizations and conceptualizations of social capital. I argue that human geographers have tended to underplay the analytic value of social capital, by equating the concept with dominant policy interpretations. It is contended that geographers could more explicitly contribute to pervasive critical social science accounts. With this in mind, an embodied perspective of social capital is constructed. This sy…
Questions of agency: Capacity, subjectivity, spatiality and temporality
Geographies of Children, Youth and Families is flourishing, but its founding conceptions require critical reflection. This paper considers one key conceptual orthodoxy: the notion that children are competent social actors. In a field founded upon liberal notions of agency, we identify a conceptual elision between the benefits of studying agency and the beneficial nature of agency. Embracing post-structuralist feminist challenges, we propose a pol…
The ‘voices’ of children: De‐centring empowering research relations
This paper examines some problematic methodological and ethical issues associated with in‐depth qualitative research with children. The discussion has wider resonance for qualitative studies of young people in ‘rural’ contexts. Particular ethical issues arise when researching with children, which are underpinned by children's relative powerlessness in society. With this in mind, the paper considers substantive strategies to promote ‘empowering re…
Lesbian migrants in the gentrified valley’ and ‘other’ geographies of rural gentrification
Children's Sociospatial (re)Production of Disability within Primary School Playgrounds
There is a contemporary shift in the institutional context of 'disabled' children's education in the United Kingdom from segregated special to mainstream schools. This change is tied to wider deinstitutionalised or reinstitutionalised geographies of disabled people, fragile globalised educational 'inclusion' agendas, and broader concerns about social cohesiveness. Although coeducating children is expected to transform negative representations of …
Children with mind–body differences: Performing disability in primary school classrooms
There has been a significant geographical shift in the primary school education of children with mind–body differences in England. Emphasis is increasingly placed upon the 'inclusive' education of 'disabled' children in mainstream schools (DfES, 2001a, 2001b), and children with a range of mind–body abilities are currently educated within mainstream primary school classrooms. This paper prioritises children's experiences in examining how (dis)abil…
Children and Covid 19 in the UK
The UK has been one of the most badly affected nations of the Global North by the COVID-19 outbreak in terms of illness, death rates and a severe economic downturn. Children have been impacted severely (and unequally), with UK lockdown meaning that many children were away from school and usual leisure activities for six months during the first lockdown. We revised this Viewpoint during the third lockdown when schools were closed again for an inde…
(Dis)abling children in primary school micro-spaces: Geographies of inclusion and exclusion
Exploring the Emergence of the Subject in Power: Infant Geographies
Following Butler's argument that understanding the operations of power requires an examination of the contexts of 'infants' emergence', this paper explores the potential for infant geographies. Butler points to the importance of infancy to subjection, the formation of psyches, and the 'fiction' of an interior or socially anterior self. Attention to infants' everyday geographies therefore has the potential to unravel how individuals are subjected;…
Young people's embodied social capital and performing disability
This paper teases out how the identities of young people with mind–body–emotional differences are performed and reproduced via their social relationships primarily within school spaces. Drawing upon the concept of embodied social capital (Holt 2008), the paper explores empirically how young people's positionings within a variety of social networks (re)produces differentially valued identity positionings which can become embodied within young peop…
Geographies of co‐production: Learning from inclusive research approaches at the margins
This introduction to the themed special issue raises provocative questions about the nature and meaning of co‐production by engaging specifically with voices from the margins – groups and individuals who occupy marginalised embodied subjectivities. Key themes emerging from the papers raise questions about the nature and meaning of co‐production. We suggest a need to move away from a focus on co‐production or even participation towards empowerment…
Children living in pandemic times: A geographical, transnational and situated view
The aim of this editorial to the Viewpoints Special Issue on ‘Children Living in pandemic Times: a geographical, transnational and situated view’ is, on the one hand, to present a transnational general picture of the COVID-19 situation for children. And on the other, to make a call for childhood researchers particularly focused on children's geographies, to collaboratively approach this unprecedented situation. The main aspects of children living…
Food, feeding and the material everyday geographies of infants: Possibilities and Potentials
This is an Accepted Manuscript of an article published by Taylor & Francis in Social and Cultural Geography on 16 Jun 2016, available online: http://dx.doi.org/10.1080/14649365.2016.1193889
Special Units for Young People on the Autistic Spectrum in Mainstream Schools: Sites of Normalisation, Abnormalisation, Inclusion, and Exclusion
This paper explores the experiences of young people on the autistic spectrum (AS) who attend a special unit within a mainstream secondary school in England. The paper feeds into contemporary debates about the nature of inclusive schooling and, more broadly, special education. Young people on the AS have been largely neglected within these debates. The paper focuses upon processes of normalisation and abnormalisation to which the young people on t…
Disability, special educational needs, class, capitals, and segregation in schools: A population geography perspective
This paper investigates the spatially variable schooling of young people with special educational needs and disability (SEND) and interconnections with class and capitals, using analysis of the School Census and interviews with 64 educational professionals and parents in three areas in Southeast England. Three key original findings emerge. First, high proportions of young people with SEND come from poor backgrounds; however, most young people wit…
Diverse spaces of childhood and youth: Gender and other socio-cultural differences
Beyond otherness: Exploring diverse spatialities and mobilities of childhood and youth populations
This paper sets the context for the special edition. The themed collection begins to address questions raised about the level of engagement of Geographies of Children and Youth with wider social and cultural theory. We argue that there are some commonalities with critiques levelled at Population Geography, and suggest that dialogue between the two subdisciplines provides a useful way forward. We suggest going beyond the ‘otherness’ of childhood t…
Exploring ‘Other’ childhoods through quantitative secondary analyses of large scale surveys: Opportunities and challenges for children's geographers
This paper considers the potential contribution of secondary quantitative analyses of large scale surveys to the investigation of ‘other’ childhoods. Exploring other childhoods involves investigating the experience of young people who are unequally positioned in relation to multiple, embodied, identity locations, such as (dis)ability, ‘class’, gender, sexuality, ethnicity and race. Despite some possible advantages of utilising extensive databases…
Tiny human geographies: Babies and toddlers as non-representational and barely human life
We question the relative absence of babies and toddlers in geographies of children and youth, while also acknowledging what may be signs of a new subfield in the making. We argue that there is an exciting opportunity here because babies and toddlers are at the crux of what it is to be human, raising potent questions about exactly ‘what kinds of human’ are they? We argue that babies are the ultimate non-representational, in certain respects barely…
Gender, class, race, ethnicity and power in an elite girls’ state school
Selective state grammar schools are the subject of sustained political debate surrounding issues of standards, education quality and social mobility, and yet they have received little academic scrutiny in geographies of education. Increasing numbers of young people are educated in selective settings in both the UK and globally. In this paper, we argue that some selective state schools are ‘elite’ spaces, whose alumni hold disproportionate power a…
Learning to be (multi)national: Greek diasporic childhood re-memories of nationalism and nation-building in Australia
The paper explores unstable, interconnected and dynamic processes of diasporic nation-building and memory-making of adult members of the Greek diaspora in Australia as they recall their childhood experiences. The paper makes two key original contributions. First, we identify the importance of the re-membered and embodied diasporic child and childhood spaces to hybrid Greek and Australian adult national identities. Second, the paper provides an em…
Failing children with Special Educational Needs and Disabilities in England: New evidence of poor outcomes and a postcode lottery at the Local Authority level at Key Stage 1
This paper sets out original findings from analyses of the English National Pupil Database of Key Stage 1 (KS1) attainment, to examine educational outcomes of children with Special Educational Needs and Disabilities (SEND). The schooling of these children has been entirely within the context of the current SEND system, defined by the 2014–2015 policy of the Children and Families Act and Code of Practice. With a strong focus on children's needs an…
The 'Mirrored Ceiling: Young undergraduate student women's expectations of gendered career opportunities and constraints
This paper examines young women university students' expectations of gender inequalities in the workplace, drawing upon semi-structured interviews with 21 young women at three mid-high ranking universities. Our original findings show that the young women were factoring-in expectations of the gendered workplace as a backdrop to their career choices and life-planning. Critically, these young women are relatively privileged and educationally success…
Challenging the colonial legacy of/at Macquarie
Macquarie University takes its name from a man known simultaneously as the founding father of Australia, its greatest colonial administrator, a key inspiration for Australia's egalitarian ethos, the military strategist who authorised the Appin Massacre, and committed civiliser of the uncivilised native peoples of Sydney who established the first institutions aimed at educating Aboriginal children by separating from their families, culture, and la…
(Dis)abling children in primary school micro-spaces: Geographies of inclusion and exclusion
Children with mind–body differences: Performing disability in primary school classrooms
There has been a significant geographical shift in the primary school education of children with mind–body differences in England. Emphasis is increasingly placed upon the 'inclusive' education of 'disabled' children in mainstream schools (DfES, 2001a, 2001b), and children with a range of mind–body abilities are currently educated within mainstream primary school classrooms. This paper prioritises children's experiences in examining how (dis)abil…
The ‘voices’ of children: De‐centring empowering research relations
This paper examines some problematic methodological and ethical issues associated with in‐depth qualitative research with children. The discussion has wider resonance for qualitative studies of young people in ‘rural’ contexts. Particular ethical issues arise when researching with children, which are underpinned by children's relative powerlessness in society. With this in mind, the paper considers substantive strategies to promote ‘empowering re…
Lesbian migrants in the gentrified valley’ and ‘other’ geographies of rural gentrification
Exploring ‘Other’ childhoods through quantitative secondary analyses of large scale surveys: Opportunities and challenges for children's geographers
This paper considers the potential contribution of secondary quantitative analyses of large scale surveys to the investigation of ‘other’ childhoods. Exploring other childhoods involves investigating the experience of young people who are unequally positioned in relation to multiple, embodied, identity locations, such as (dis)ability, ‘class’, gender, sexuality, ethnicity and race. Despite some possible advantages of utilising extensive databases…
Children's Sociospatial (re)Production of Disability within Primary School Playgrounds
There is a contemporary shift in the institutional context of 'disabled' children's education in the United Kingdom from segregated special to mainstream schools. This change is tied to wider deinstitutionalised or reinstitutionalised geographies of disabled people, fragile globalised educational 'inclusion' agendas, and broader concerns about social cohesiveness. Although coeducating children is expected to transform negative representations of …
Studentification and 'Apprentice' Gentrifiers within Britain's Provincial Towns and Cities: Extending the Meaning of Gentrification
This paper focuses on processes of studentification, and explores the link between higher education students and contemporary provincial gentrification. The paper provides two main, interconnected, contributions to advance debates on gentrification. First, the discussion appeals for wider temporal analyses of the lifecourses of gentrifiers to trace the formation and reconfiguration of the cultural and residential predilections of gentrifiers acro…
Embodied social capital and geographic perspectives: Performing the habitus
This paper reopens debates of geographic theorizations and conceptualizations of social capital. I argue that human geographers have tended to underplay the analytic value of social capital, by equating the concept with dominant policy interpretations. It is contended that geographers could more explicitly contribute to pervasive critical social science accounts. With this in mind, an embodied perspective of social capital is constructed. This sy…
Beyond otherness: Exploring diverse spatialities and mobilities of childhood and youth populations
This paper sets the context for the special edition. The themed collection begins to address questions raised about the level of engagement of Geographies of Children and Youth with wider social and cultural theory. We argue that there are some commonalities with critiques levelled at Population Geography, and suggest that dialogue between the two subdisciplines provides a useful way forward. We suggest going beyond the ‘otherness’ of childhood t…
Young people's embodied social capital and performing disability
This paper teases out how the identities of young people with mind–body–emotional differences are performed and reproduced via their social relationships primarily within school spaces. Drawing upon the concept of embodied social capital (Holt 2008), the paper explores empirically how young people's positionings within a variety of social networks (re)produces differentially valued identity positionings which can become embodied within young peop…
Diverse spaces of childhood and youth: Gender and other socio-cultural differences
Thesis Abstracts
Special Units for Young People on the Autistic Spectrum in Mainstream Schools: Sites of Normalisation, Abnormalisation, Inclusion, and Exclusion
This paper explores the experiences of young people on the autistic spectrum (AS) who attend a special unit within a mainstream secondary school in England. The paper feeds into contemporary debates about the nature of inclusive schooling and, more broadly, special education. Young people on the AS have been largely neglected within these debates. The paper focuses upon processes of normalisation and abnormalisation to which the young people on t…
Exploring the Emergence of the Subject in Power: Infant Geographies
Following Butler's argument that understanding the operations of power requires an examination of the contexts of 'infants' emergence', this paper explores the potential for infant geographies. Butler points to the importance of infancy to subjection, the formation of psyches, and the 'fiction' of an interior or socially anterior self. Attention to infants' everyday geographies therefore has the potential to unravel how individuals are subjected;…
“Everyone knows me …. I sort of like move about”: The friendships and encounters of young people with Special Educational Needs in different school settings
This paper examines the peer-related social experiences and friendships of young people (aged 11–17) diagnosed with Special Educational Needs in four different school settings: two mainstream schools with special units and two special schools in Southeast England, UK. Findings from qualitative research involving young people with Special Educational Needs and adults, and participant observation, are presented. The young people had one or a combin…
Food, feeding and the material everyday geographies of infants: Possibilities and Potentials
This is an Accepted Manuscript of an article published by Taylor & Francis in Social and Cultural Geography on 16 Jun 2016, available online: http://dx.doi.org/10.1080/14649365.2016.1193889
Questions of agency: Capacity, subjectivity, spatiality and temporality
Geographies of Children, Youth and Families is flourishing, but its founding conceptions require critical reflection. This paper considers one key conceptual orthodoxy: the notion that children are competent social actors. In a field founded upon liberal notions of agency, we identify a conceptual elision between the benefits of studying agency and the beneficial nature of agency. Embracing post-structuralist feminist challenges, we propose a pol…
Disability, special educational needs, class, capitals, and segregation in schools: A population geography perspective
This paper investigates the spatially variable schooling of young people with special educational needs and disability (SEND) and interconnections with class and capitals, using analysis of the School Census and interviews with 64 educational professionals and parents in three areas in Southeast England. Three key original findings emerge. First, high proportions of young people with SEND come from poor backgrounds; however, most young people wit…
Gender, class, race, ethnicity and power in an elite girls’ state school
Selective state grammar schools are the subject of sustained political debate surrounding issues of standards, education quality and social mobility, and yet they have received little academic scrutiny in geographies of education. Increasing numbers of young people are educated in selective settings in both the UK and globally. In this paper, we argue that some selective state schools are ‘elite’ spaces, whose alumni hold disproportionate power a…
Geographies of co‐production: Learning from inclusive research approaches at the margins
This introduction to the themed special issue raises provocative questions about the nature and meaning of co‐production by engaging specifically with voices from the margins – groups and individuals who occupy marginalised embodied subjectivities. Key themes emerging from the papers raise questions about the nature and meaning of co‐production. We suggest a need to move away from a focus on co‐production or even participation towards empowerment…
Walanga Muru Reflection - Covid-19 and a Community Approach to Indigenous Higher Education Success at Macquarie University
On the 21 March 2020, Walanga Muru, the Aboriginal and Torres Strait Islander space at Macquarie University, transitioned to a fully digital community as a result of the Covid-19 outbreak. Walanga Muru’s success is grounded by our ability to form relationships and connections, guided by Aboriginal values, perspectives, shared experiences, and aspirations. These connections allow us to share journeys with our community members contributing to over…
Children and Covid 19 in the UK
The UK has been one of the most badly affected nations of the Global North by the COVID-19 outbreak in terms of illness, death rates and a severe economic downturn. Children have been impacted severely (and unequally), with UK lockdown meaning that many children were away from school and usual leisure activities for six months during the first lockdown. We revised this Viewpoint during the third lockdown when schools were closed again for an inde…
Learning to be (multi)national: Greek diasporic childhood re-memories of nationalism and nation-building in Australia
The paper explores unstable, interconnected and dynamic processes of diasporic nation-building and memory-making of adult members of the Greek diaspora in Australia as they recall their childhood experiences. The paper makes two key original contributions. First, we identify the importance of the re-membered and embodied diasporic child and childhood spaces to hybrid Greek and Australian adult national identities. Second, the paper provides an em…
Children living in pandemic times: A geographical, transnational and situated view
The aim of this editorial to the Viewpoints Special Issue on ‘Children Living in pandemic Times: a geographical, transnational and situated view’ is, on the one hand, to present a transnational general picture of the COVID-19 situation for children. And on the other, to make a call for childhood researchers particularly focused on children's geographies, to collaboratively approach this unprecedented situation. The main aspects of children living…
Tiny human geographies: Babies and toddlers as non-representational and barely human life
We question the relative absence of babies and toddlers in geographies of children and youth, while also acknowledging what may be signs of a new subfield in the making. We argue that there is an exciting opportunity here because babies and toddlers are at the crux of what it is to be human, raising potent questions about exactly ‘what kinds of human’ are they? We argue that babies are the ultimate non-representational, in certain respects barely…
Sociology (26 works) · Children's Rights and Participation (16 works) · Political science (16 works) · Gender Studies (13 works) · Psychology (13 works) · Social science (13 works) · Epistemology (11 works) · Gender Studies (11 works) · Geography (10 works) · Disability Rights and Representation (8 works)