Children’s Lifeworlds in a Global City: Melbourne


Book Description

This book examines the connections between policy, school experiences, and everyday activities of children growing up in the global city of Melbourne, Australia. It provides an in-depth consideration of Melbourne primary school children’s lifeworlds, exploring everyday stories and practices inside and outside of school. This includes consideration of the diverse ways that educational “success” may be understood in the context of Melbourne, productively moving beyond a narrow focus only on academic achievement. Situated alongside policy and curriculum analysis, the book draws on research in Melbourne Year 4 primary school classrooms in the form of student-completed surveys, classroom ethnographies, and student responses to a learning dialogues activity, as well as video re-enactments of out-of-school life. Through this it explores key aspects of children’s lifeworlds with a focus on school timetabling and pedagogical encounters, school engagement and belonging, and activities and everyday routines outside of school. This book offers a comprehensive and holistic exploration of children’s lifeworlds in Melbourne, drawing connections between children’s lives inside and outside of school, and the broader policy contexts.




Children’s Lifeworlds in a Global City: Singapore


Book Description

This book examines connections between policy contexts, school experiences and everyday activities of children growing up in the global city of Singapore. In particular, it explores how Singapore children’s everyday experiences inside and outside of school shape their orientations towards educational success. Alongside an analysis of school life and educational policies, it also considers children’s out-of-school activities, including leisure, homework, and enrichment activities, and connections between these and their school-based activities. The book draws on empirical data from Primary 4 classes in two Singapore schools in the form of student-completed surveys, classroom ethnographies, student responses to a learning dialogues activity, and a re-enactment of one child's out-of-school life, as well as curriculum and policy analysis. It provides readers with an in-depth understanding of Singapore Primary 4 children’s experiences inside and outside of school, including the structure of timetables and pedagogical approaches encountered in school lessons, children’s enjoyment of activities inside and outside of school, children’s engagement and wellbeing at school, and the impact of Singapore’s educational policies on children’s learning experiences. Moving beyond a simplistic focus on Singapore children’s academic performance in international high-stakes testing, the book offers a comprehensive exploration of their lives inside and outside of school. This holistic approach is unique in the Singapore context and contributes to a greater understanding of children’s everyday lives in the city.




Childhood, Learning & Everyday Life in Three Asia-Pacific Cities


Book Description

This book introduces findings from an international, cross-cultural, and interdisciplinary study of children’s everyday experiences of growing up and going to school in the context of the three global cities of Hong Kong, Singapore and Melbourne. It takes the premise that children’s learning and orientations to educational success are shaped by everyday cultural practices at home and at school, by policy contexts that both produce and respond to educational and cultural norms, and by individual and familial desires and aspirations. Drawing on research conducted with primary school-aged children in Year 4, the book considers how day-to-day routines such as going to school, engaging in extra-curricular activities outside of school, and spending time at home with family intersect with the broader milieus of education policy ideals in a changing and interconnected world. Through a combination of visual methodologies, surveys, ethnographic observations in schools, classrooms and cityscapes, re-enactments of everyday activities with children at home, and sociological education policy analysis, this book shows both the richness of children’s everyday lives and learning in global cities, as well as exploring questions that pose challenges to educational and social norms.




Creating Child Friendly Cities


Book Description

First Published in 2006.Leading planning and geography authors present this comprehensive assessment of the extent to which the physical and social make up of Western cities accommodates and nourishes the needs of children and youth. Examining the areas of planning, design, social policy, transport and housing, Creating Child Friendly Cities outlines strengths and deficiencies in the processes that govern urban development and change from the perspective of children and youth. Issues explored include children's view of the city and why this is unique; the 'obesity epidemic': is it caused by cities?; the journey to school and children's transport needs generally. With illustrations and case studies, Creating Child Friendly Cities presents planning professionals with a solid case for child-friendly cities and an action plan to create places for children to play.




The Wiley-Blackwell Companion to Human Geography


Book Description

This volume provides an up-to-date, authoritative synthesis of the discipline of human geography. Unparalleled in scope, the companion offers an indispensable overview to the field, representing both historical and contemporary perspectives. Edited and written by the world's leading authorities in the discipline Divided into three major sections: Foundations (the history of human geography from Ancient Greece to the late nineteenth century); The Classics (the roots of modern human geography); Contemporary Approaches (current issues and themes in human geography) Each contemporary issue is examined by two contributors offering distinctive perspectives on the same theme




Understanding and Teaching Primary Geography


Book Description

This book outlines how good teaching of primary geography can extend children′s world awareness and help them make connections between their environmental and geographical experiences. Chapters offer guidance on important learning and teaching issues as well as the use and creation of resources from the school environment to the global context. It covers all the key topics in primary geography including: understanding places physical and human geography environmental sustainability learning outside the classroom global issues citizenship and social justice. Summaries, classroom examples and practical and reflective tasks are included throughout to foster understanding and support the effective teaching of primary geography.




City Life


Book Description

Cities are more important as cultural entities than their mere function as dormitories and industrial sites. Yet, the understanding of what makes a city ‘alive’ and appealing in cultural terms is still hotly contested - why are some cities so much more interesting, popular and successful than others? In this engaging discussion in the text City Life, Adrian Franklin takes the reader on a tour of contemporary western cities exploring their historical development and arguing that it is the transformative, ritual and performative qualities of successful cities that makes a difference. Emphasizing the importance of experience, the book represents the fluid complexity of the city as a living space, an environment and a posthumanist space of transformation. It will be of interest to all those engaging with the difficulties of urban life in sociology, human geography, tourism and cultural studies departments.




Creativity


Book Description

Creativity, whether lauded as the oil of the 21st century, touted as a driver of international policy, or mobilised by activities, has been very much part of the zeitgeist of the last few decades. Offering the first accessible, but conceptually sophisticated account of the critical geographies of creativity, this title provides an entry point to the diverse ways in which creativity is conceptualized as a practice, promise, force, concept and rhetoric. It proffers these critical geographies as the means to engage with the relations and tensions between a range of forms of arts and cultural production, the cultural economy and vernacular, mundane and everyday creative practices. Exploring a series of sites, Creativity examines theoretical and conceptual questions around the social, economic, cultural, political and pedagogic imperatives of the geographies of creativity, using these geographies as a lens to cohere broader interdisciplinary debates. Central concepts, cutting-edge research and methodological debates are made accessible with the use of inset boxes that present key ideas, case studies and research. The text draws together interdisciplinary perspectives on creativity, enabling scholars and students within and without Geography to understand and engage with the critical geographies of creativity, their breadth and potential. The volume will prove essential reading for undergraduate and post-graduate students of creativity, cultural geography, the creative economy, cultural industries and heritage.




Framing Places


Book Description

Framing Places investigates how the built forms of architecture and urban design act as mediators of social practices of power. It is an account of how our lives are "framed" within the clusters of rooms, streets and cities we inhabit.




Terrorism, the Worker and the City


Book Description

Soon after watching the twin towers falling in New York, some of those with business responsibilities were already asking themselves whether people would be willing to work in tall buildings ever again. Is work too risky? How can people be expected to attend work in what might now be seen as precarious and vulnerable workplaces and cities? Although, thankfully, large scale terrorist attacks are infrequent, the world's cities, and the businesses to which they are home, have been put on notice that it can come to any place at any time. In Terrorism, the Worker and the City, Luke Howie considers what steps managers and employees can and should take to protect their businesses from such an amorphous and indefinable threat. Deftly combining theoretical insight with empirical research, he reveals how, despite an appearance of 'business as usual', fear; anxiety; and suspicion permeate workplaces, even in cities that may not be at the top of any terrorist group's target list. Using the Australian city of Melbourne, a cosmopolitan city and major business centre with nearly four million people, as a metaphor for other such cities around the world, Dr Howie's research has uncovered that even where they don't perceive a high level threat, business managers who might face having to account for themselves to some post event Inquiry have taken action in consequence of the situation. Often, that action amounts to the introduction of what can be described as 'Simulated Security'. This cannot ever provide certain protection from terrorist attack, but it may be the best we can reasonably do. There is also evidence that it can be effective in terms of providing the reassurance to counter the terrorist objective of disrupting normal life through fear. With its rigorous research compared with other more speculative works on this subject, Terrorism, the Worker and the City will appeal to city and business leaders and managers, and security professionals, as well as those in governmental and academic research communities, for all of whom terrorism is now an ever present concern.