What Animates Place for Children? A Comparative Analysis
Drawing on comparative work in primary schools in East Anglia (United Kingdom), Oaxaca (Mexico), and the North Slope of Alaska (United States), we explore what children mean when they say places are “special” to them. Focusing on information gathered during walks designed and guided by these childre...
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crwiley:10.1111/aeq.12409 2024-06-02T08:11:52+00:00 What Animates Place for Children? A Comparative Analysis Bodenhorn, Barbara Lee, Elsa Arts and Humanities Research Council 2021 http://dx.doi.org/10.1111/aeq.12409 https://onlinelibrary.wiley.com/doi/pdf/10.1111/aeq.12409 https://onlinelibrary.wiley.com/doi/full-xml/10.1111/aeq.12409 https://anthrosource.onlinelibrary.wiley.com/doi/pdf/10.1111/aeq.12409 en eng Wiley http://creativecommons.org/licenses/by/4.0/ Anthropology & Education Quarterly volume 53, issue 2, page 112-129 ISSN 0161-7761 1548-1492 journal-article 2021 crwiley https://doi.org/10.1111/aeq.12409 2024-05-03T10:45:07Z Drawing on comparative work in primary schools in East Anglia (United Kingdom), Oaxaca (Mexico), and the North Slope of Alaska (United States), we explore what children mean when they say places are “special” to them. Focusing on information gathered during walks designed and guided by these children, we examine the experiential, affective, communicative, and dynamic bases of relationality between children and their surroundings. We set out how effective curriculum design can productively incorporate such knowledge. Article in Journal/Newspaper north slope Alaska Wiley Online Library Anthropology & Education Quarterly 53 2 112 129 |
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Wiley Online Library |
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crwiley |
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English |
description |
Drawing on comparative work in primary schools in East Anglia (United Kingdom), Oaxaca (Mexico), and the North Slope of Alaska (United States), we explore what children mean when they say places are “special” to them. Focusing on information gathered during walks designed and guided by these children, we examine the experiential, affective, communicative, and dynamic bases of relationality between children and their surroundings. We set out how effective curriculum design can productively incorporate such knowledge. |
author2 |
Arts and Humanities Research Council |
format |
Article in Journal/Newspaper |
author |
Bodenhorn, Barbara Lee, Elsa |
spellingShingle |
Bodenhorn, Barbara Lee, Elsa What Animates Place for Children? A Comparative Analysis |
author_facet |
Bodenhorn, Barbara Lee, Elsa |
author_sort |
Bodenhorn, Barbara |
title |
What Animates Place for Children? A Comparative Analysis |
title_short |
What Animates Place for Children? A Comparative Analysis |
title_full |
What Animates Place for Children? A Comparative Analysis |
title_fullStr |
What Animates Place for Children? A Comparative Analysis |
title_full_unstemmed |
What Animates Place for Children? A Comparative Analysis |
title_sort |
what animates place for children? a comparative analysis |
publisher |
Wiley |
publishDate |
2021 |
url |
http://dx.doi.org/10.1111/aeq.12409 https://onlinelibrary.wiley.com/doi/pdf/10.1111/aeq.12409 https://onlinelibrary.wiley.com/doi/full-xml/10.1111/aeq.12409 https://anthrosource.onlinelibrary.wiley.com/doi/pdf/10.1111/aeq.12409 |
genre |
north slope Alaska |
genre_facet |
north slope Alaska |
op_source |
Anthropology & Education Quarterly volume 53, issue 2, page 112-129 ISSN 0161-7761 1548-1492 |
op_rights |
http://creativecommons.org/licenses/by/4.0/ |
op_doi |
https://doi.org/10.1111/aeq.12409 |
container_title |
Anthropology & Education Quarterly |
container_volume |
53 |
container_issue |
2 |
container_start_page |
112 |
op_container_end_page |
129 |
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1800758150767312896 |