Children’s Spatialities: Embodiment, Emotion and Agency by Julie Seymour, Abigail Hackett, Lisa Procter

By Julie Seymour, Abigail Hackett, Lisa Procter

Drawing from a variety of disciplines, together with anthropology, sociology, structure and geography, and overseas individuals, this quantity deals either scholars and students with an curiosity within the interdisciplinary research of early life a number methods of pondering spatially approximately kid's lives.

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Pink, S. and Leder Mackley, K. (2013) ‘Saturated and Situated: Expanding the Meaning of Media in Routines Everyday Life’, Media, Culture & Society, 35 (6), 677–691. Pink, S. and Leder Mackley, K. (2014) ‘Flow and Intervention in Everyday Life: Situating Practices’, in Y. Strengers and C. Maller (eds) Social Practices, Interventions and Sustainability: Beyond Behaviour Change, London: Routledge, 163–178. , Lewis, L. and Tacchi, J. (2015) Digital Ethnography: Principles and Practices, London: Sage.

Deployed in parallel’ (Csordas, 1994, p. 9, in James, 2000, p. 27) to emphasise ‘the situated agency of the body and a view of the body as not divorced from the conscious, thinking and intentional mind’ (James, 2000, p. 27). James was chiefly interested in how young people’s sense of self develops, and how embodied experience and meanings associated with the body form part of this. More recently, the non-representational dimensions of embodiment have been emphasised, along with the situatedness of learning in place.

In doing so, we advance a steadily growing area of research that goes beyond mainstream psychological and developmental approaches to childhood studies and instead takes into account sensory and ‘more-than-representational’ modes of inquiry and lived experience. We propose an understanding of children’s environments as composed of material and immaterial – invisible and imagined – entities, and of children as perceivers, makers and ‘knowers’ of ever-changing configurations of place. This, we will argue, has implications for the kinds of questions we ask of young people’s lifeworlds and the methodologies through which we might explore them.

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