Children’s Emotions in Policy and Practice Mapping and Making Spaces of Childhood Edited by Matej Blazek Peter Kraftl Studies in Childhood and Youth Series Editors: Allison James, University of Sheffield, UK, and Adrian James, University of Sheffield, UK Titles include: Leena Alanen, Liz Brooker and Berry Mayall (editors) CHILDHOOD WITH BOURDIEU Kate Bacon TWINS IN SOCIETY Parents, Bodies, Space and Talk Matej Blazek and Peter Kraftl (editors) CHILDREN’S EMOTIONS IN POLICY AND PRACTICE Mapping and Making Spaces of Childhood Emma Bond CHILDHOOD, MOBILE TECHNOLOGIES AND EVERYDAY EXPERIENCES Changing Technologies = Changing Childhoods? David Buckingham, Sara Bragg and Mary Jane Kehily YOUTH CULTURES IN THE AGE OF GLOBAL MEDIA David Buckingham and Vebjørg Tingstad (editors) CHILDHOOD AND CONSUMER CULTURE Tom Cockburn RETHINKING CHILDREN’S CITIZENSHIP Sam Frankel CHILDREN, MORALITY AND SOCIETY Allison James SOCIALISING CHILDREN Allison James, Anne Trine Kjørholt and Vebjørg Tingstad (editors) CHILDREN, FOOD AND IDENTITY IN EVERYDAY LIFE Nicholas Lee CHILDHOOD AND BIOPOLITICS Climate Change, Life Processes and Human Futures Manfred Liebel, Karl Hanson, Iven Saadi and Wouter Vandenhole (editors) CHILDREN’S RIGHTS FROM BELOW Cross-Cultural Perspectives Orna Naftali CHILDREN, RIGHTS AND MODERNITY IN CHINA Raising Self-Governing Citizens Karen M Smith THE GOVERNMENT OF CHILDHOOD Discourse, Power and Subjectivity Spyros Spyrou and Miranda Christou CHILDREN AND BORDERS Helen Stapleton SURVIVING TEENAGE MOTHERHOOD Myths and Realities E Kay M Tisdall, Andressa M Gadda and Udi M Butler CHILDREN AND YOUNG PEOPLE’S PARTICIPATION AND ITS TRANSFORMATIVE POTENTIAL Learning from across Countries Afua Twum-Danso Imoh and Robert Ame (editors) CHILDHOODS AT THE INTERSECTION OF THE LOCAL AND THE GLOBAL Hanne Warming (editor) PARTICIPATION, CITIZENSHIP AND TRUST IN CHILDREN’S LIVES Karen Wells, Erica Burman, Heather Montgomery and Alison Watson (editors) CHILDHOOD, YOUTH AND VIOLENCE IN GLOBAL CONTEXTS Research and Practice in Dialogue Rebekah Willett, Chris Richards, Jackie Marsh, Andrew Burn and Julia C Bishop (editors) CHILDREN, MEDIA AND PLAYGROUND CULTURES Ethnographic Studies of School Playtimes Studies in Childhood and Youth Series Standing Order ISBN 978–0–230–21686–0 hardback (outside North America only) You can receive future titles in this series as they are published by placing a standing order Please contact your bookseller or, in case of difficulty, write to us at the address below with your name and address, the title of the series and the ISBN quoted above Customer Services Department, Macmillan Distribution Ltd, Houndmills, Basingstoke, Hampshire RG21 6XS, England Children’s Emotions in Policy and Practice Mapping and Making Spaces of Childhood Edited by Matej Blazek Loughborough University, UK Peter Kraftl University of Birmingham, UK Selection, introduction and editorial matter © Matej Blazek and Peter Kraftl 2015 Individual chapters © Respective authors 2015 All rights reserved No reproduction, copy or transmission of this publication may be made without written permission No portion of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, Saffron House, 6–10 Kirby Street, London EC1N 8TS Any person who does any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages The authors have asserted their rights to be identified as the authors of this work in accordance with the Copyright, Designs and Patents Act 1988 First published 2015 by PALGRAVE MACMILLAN Palgrave Macmillan in the UK is an imprint of Macmillan Publishers Limited, registered in England, company number 785998, of Houndmills, Basingstoke, Hampshire RG21 6XS Palgrave Macmillan in the US is a division of St Martin’s Press LLC, 175 Fifth Avenue, New York, NY 10010 Palgrave Macmillan is the global academic imprint of the above companies and has companies and representatives throughout the world Palgrave® and Macmillan® are registered trademarks in the United States, the United Kingdom, Europe and other countries ISBN 978-1-349-55583-3 ISBN 978-1-137-41560-8 (eBook) DOI 10.1057/9781137415608 This book is printed on paper suitable for recycling and made from fully managed and sustained forest sources Logging, pulping and manufacturing processes are expected to conform to the environmental regulations of the country of origin A catalogue record for this book is available from the British Library A catalog record for this book is available from the Library of Congress For Tᡠna (MB) For Adam (PK) This page intentionally left blank Contents List of Figures x Acknowledgements xi Notes on Contributors xii Highlights for Policy and Practice xvi Introduction: Children’s Emotions in Policy and Practice Matej Blazek and Peter Kraftl Part I Spaces of Care, Home and Family The Role of Emotion in Institutional Spaces of Russian Orphan Care: Policy and Practical Matters Tom Disney Inappropriate Aid: The Experiences and Emotions of Tsunami ‘Orphans’ Living in Children’s Homes in Aceh, Indonesia Harriot Beazley Young People’s Emotional and Sensory Experiences of ‘Getting By’ in Challenging Circumstances Sarah Wilson Smoke-Free Cars: Placing Children’s Emotions Damian Collins and Morgan Tymko 17 34 52 68 Part II Spaces of the Public Realm, Community and Peer Relationships Planning for Resilience: Urban Nature and the Emotional Geographies of Children’s Political Engagement Pascale Joassart-Marcelli and Fernando J Bosco Geographies of Hanging Out: Connecting Everyday Experiences with Formal Education Noora Pyyry vii 87 107 viii Contents Young People, Work and Worklessness Anoop Nayak Social Suicide: A Digital Context for Self-Harm and Suicidal Ideation Tamasine Preece 122 138 Part III Spaces of Informal Education, Youth Work and Outreach 10 Emotion, Volunteer-Tourism and Marginalised Youth Ruth Cheung Judge 11 Are You Listening? Voicing What Matters in Non-Formal Music Education Policy and Practice Douglas Lonie and Luke Dickens 12 Biographical Interviews as Emotional Encounters in Street Youth’s Lives: The Role of Research in Facilitating Therapeutic Intervention Lorraine van Blerk and Daryl van Blerk 13 Understanding (How to Be with) Children’s Emotions: Relationships, Spaces and Politics of Reconnection in Reflections from Detached Youth Work Matej Blazek and Petra Hricová 157 174 189 204 Part IV Spaces of School, Formal Education and Citizenship 14 Children, Nature and Emotion: Exploring How Children’s Emotional Experiences of ‘Green’ Spaces Shape Their Understandings of the Natural World Lisa Procter 15 Reconstituting Social, Emotional and Mental Health Difficulties? The Use of Restorative Approaches to Justice in Schools Jennifer Lea, Sophie Bowlby and Louise Holt 16 Freedom or Coercion? Citizenship Education Policies and the Politics of Affect Bronwyn E Wood 221 242 259 Contents ix 17 Divided Emotions: Children at War Kathrin Hörschelmann 274 18 Mapping and Making Spaces of Childhood Peter Kraftl and Matej Blazek 291 Index 308 Peter Kraftl and Matej Blazek 297 Indeed, they suggest, recent non-representational work in geography and beyond runs the particular risk of becoming decontextualised both from broader social processes and from the thorny questions of children’s rights, voice and agency that have as yet remained unresolved, despite decades of research by childhood scholars (e.g Vanderbeck, 2008) While glossing considerable differences within the scholarship they critique (Kraftl, 2013a), they raise a series of valid points about whether and how – from our perspective in editing this volume – emotions might be ‘upscaled’ (compare Ansell, 2009b) Herein, emotions might be understood not only as significant in and of themselves, but also within wider senses of ‘what matters’ to the different actors involved in policy and practitioner contexts (Horton and Kraftl, 2009a, b; Zembylas, 2013; also Lonie and Dickens, this volume) Our first concluding reflection in this regard, then, is a question for further reflection: to what extent – and how – can emotions be ‘upscaled’ into or as policy, through social media, or by inflecting discourses around children’s rights? As we have already argued, emotions – and a limited repertoire of emotions at that – are usually only understood to be the prompt for a particular policy or practical intervention Rather, then, our question is whether children’s own emotional experiences of engaging with green spaces in one school playground, or one urban space, might, recursively, challenge contemporary discourses about an apparent ‘deficit’ in children’s ‘natural’ experiences (chapters by Procter and Joassart-Marcelli and Bosco; also Taylor, 2013), or whether the feelings of shame, guilt or compassion felt by socially marginalised UK youth who volunteer in Africa might offer the basis for youth social action across international borders (Cheung Judge’s chapter; compare Jeffrey, 2013) As much as these questions offer prompts for further reflection, the challenge of ‘upscaling emotions’ brings us back to some of the questions about institutions with which we began this book It will be evident from this volume alone – as well as even a cursory glance at bibliographies of childhood studies – that the social construction of childhood commonly involves the institutionalisation of childhood It could, perhaps, be argued that on the evidence of this book, childhood is not becoming less institutionalised but, rather, subject to processes of institutionalisation that are increasingly complex, contradictory and fragmented Policies and practices for children may no longer be the sole preserve of a strong state and its various local actors (although there remain exceptions in, for instance, some of northern Europe’s stronger social-democratic systems) Rather, the neoliberal rolling back 298 Mapping and Making Spaces of Childhood of the state (Peck and Tickell, 2002), combined with austerity measures, has ensured the increased visibility (if not role) of diversifying actors in providing services previously delivered by the state (from volunteers to commercial businesses) Meanwhile, policy-making and professional practices within individual nation states are increasingly constituted at multiple scales: not only the preserve of national governments, but influenced by both local, participatory processes and an increasing range of international conventions and guides, not least UNCRC (Ansell et al., 2012) Thus, it may be possible to argue that, in some contexts (such as the UK), the state plays less of a role in the institutionalisation of childhood than it did, for instance, in the introduction of various Education Acts from 1870 onwards Yet, equally, childhood is arguably now more institutionalised than ever before in such contexts, if not around the world, in ways that, thanks to their complexity, slipperiness and contradictory nature, may be hard to understand and even harder to challenge when things appear to go wrong If this is the case, it is incumbent upon academics, policy-makers and practitioners to reflect upon these forms of institutionalisation, which, we would contend, are as significant for the contemporary experiences and challenges of youth as the familiar educational and economic challenges writ by global economic restructuring and recession (e.g Jeffrey and Young, 2012) The chapters in this book provide a flavour of some of these changing, complex forms of (re-)institutionalisation, in different contexts For instance, Preece’s chapter raises important questions about the role of the internet (specifically social media) as something of a quasi-regulated, heterogeneous institution in itself, contingent upon complex interactions between national and international laws and the self-policing of its users Layered on top of this are attempts by various institutions – whether schools, police or security forces – to survey and patrol the internet, such that questions about children’s use of the internet are caught up in ‘bigger’ debates about national security and civil liberties (in themselves emotive topics) Elsewhere, several chapters explore the complex and contested role of volunteers In Disney’s and Cheung Judge’s chapters, for instance, volunteers are ‘placed’ differently within institutional contexts: in the former, they are more privileged (perhaps even than paid orphanage staff) given their status as university students; in the latter, they are less privileged in a UK context but – apparently – more so in the African contexts in which they volunteer Elsewhere again, the chapters by Joassart-Marcelli and Bosco, Wood, and Hörschelmann each demonstrate how emotions and affects are caught up in the ways in which children engage in ‘politics’, at various scales Peter Kraftl and Matej Blazek 299 (see also Kallio and Häkli, 2013) In the case of the latter, Hörschelmann asks how non-militaristic models of citizenship might prompt new understandings of what it means to be a subject, by questioning the ‘self-evident nature’ of militaristic values promoted to children in public education in different national contexts It is our contention that future research – as well as future reflection upon policy and practice – might develop the lines of inquiry sketched out above and throughout this book In particular, they might begin from the proposition that, while frequently important in and of themselves, it is equally important to understand how emotions might be upscaled (see also Kraftl, 2013b) There is certainly more work to be done to engage critically with the complex, contradictory and heterogeneous (re-)institutionalisations of childhood that are emerging in different geographical contexts Children’s emotions as a problem, childhood as a difference One rationale for this book is to explore the thesis that children’s emotions are often overlooked in policy-making and professional practice, placed at the bottom of a wider list that constitutes the conceptual architecture of children’s wellbeing (Bourdillon, 2014) The chapter by van Blerk and van Blerk in this book is a good example of this, illustrating how some young people on the periphery of institutional care and with extensive experiences of trauma encounter attentiveness to their emotional needs only relatively late in their lives, and due to a chance encounter in the course of a research project rather than as a result of systematic intervention Yet one might argue that the very opposite is happening, especially in the Global North context, where the focus of policy-makers and practitioners has been shifting from material wellbeing to children’s and young people’s mental health Children’s emotions are targeted by a range of interventions, aiming to achieve a varied spectrum of outcomes such as ‘emotional literacy’, ‘emotional management’ or ‘emotional wellbeing’ While commendable in nature, such an engagement with children’s emotions might be a double-edged sword, as it often results in a view that how children feel is a problem, a challenge to be addressed rather than a reality to be celebrated or at least acknowledged An example of such management is the process of emotional literacy education in schools and other institutions (Gagen, 2015), enacted as a deliberate and semi-deliberate modelling of young 300 Mapping and Making Spaces of Childhood people’s subjectivity rather than a response to their experiences and concerns Such contexts of emotional management, enforcing the differentiation between acceptable/desirable emotions and those that should be suppressed, are richly explored in several chapters of the book, especially by Lea et al in their analysis of ‘special units’ in schools, Cheung Judge’s account of international volunteering by British young people from marginalised backgrounds, Joassart-Marcelli and Bosco’s critique of the parochial engagement with children’s emotions in the process of urban planning, and Woods’ insight into citizenship education One deficiency of targeting children’s emotions as a problem lies, arguably, in the limited recognition of the character and implications of the difference between adults and children, which, as some authors (e.g Jones, 2008, 2013) argue, comes from the contrasting experiences of the uneven power relationships While this division has been widely explored in the literature (e.g Lee, 2001), the scholarship on children’s emotions provides some additional insights into the myriad of mismatches between adults’ concerns and children’s experiences First, adults’ interventions might elicit an exceedingly wide scale of emotional responses by children, varying among individual children but also across individual periods of childhood (Goerisch and Swanson, 2013) Second, children’s emotional experiences or responses to institutional interventions might considerably differ from professional guidelines (Wilson in this book) and adults’ preconceptions and lack of insight into young people’s worlds might have literally fatal implications (Preece in this book) Third, children’s very understanding of what emotion is can be very unlike adults’ conceptions (Dillon et al., 2014), bringing into question the possible efficacy of emotional management interventions which are not accompanied by grounded empirical insights Fourth, as Fenton et al (2013) and Holt (2007) document, targeting certain emotional needs or problems, as defined and conceived by adult institutions, might lead towards producing additional forms of difficulties for young people (also Lea et al in this book and Ecclestone and Hayes, 2009 for a wider critique) Fifth, as Ansell’s (2009a) work in Lesotho reminds us, efforts to ground education and other forms of interventions in embodied experience rather than cognitive learning are still prone to failure to depart from the cognitive orientation of educational policies and from adults’ efforts to regulate and normalise children’s bodies Finally, as Marshall’s (2014) recent study of trauma relief interventions in Palestine shows, the focus on personal emotional recuperation might eclipse other forms of young people’s responses to Peter Kraftl and Matej Blazek 301 emotionally difficult experiences, especially their active formation of individual and collective agency This last point highlights that the question of differences between children and adults with regard to emotions is not just about children feeling or experiencing differently from adults; it is also a question of politics, fuelled by regarding children’s emotions first and foremost as a potential ‘problem’ to address and not as an element of autonomous agency Several chapters in this volume, especially those written by Cheung Judge, Wood, and Joassart-Marcelli and Bosco provide a Foucauldian view on the governmentality of childhood, that is, on the ways in which children’s actions, bodies and thoughts are regulated and modified within wider systems and dynamics of power, considering emotions as an overlooked constituent of such a governmentality In all these studies, we can see deliberate or habitual attempts to ‘engineer’, ‘discipline’ or ‘transform’ children’s emotions, exercised largely by delineations of which emotions are acceptable or desirable in particular contexts and which are not The authors, at the same time, show that while affected by such interventions, children’s emotional responses might develop in compliance with adults’ ideal notions of subjectivity, but also in direct opposition or in no direct relation to them It is known that even when children are made to act in a particular way, they may develop an alternative emotional literacy as a way of subliminal resistance, so that at least their feelings are different from those required by adults (Hemming, 2007; Harden, 2012; also Nayak in this book) or by other children, such as in the case of bullying (Andrews and Chen, 2006) But thinking about emotions in the context of difference and power also offers some additional conclusions The emotional response of children to being disciplined or regulated is not just reactionary, and it needs to be seen beyond the binary opposition of adult-dominance/child-submission Pyyry’s chapter in particular highlights and illustrates how atmospheres of young people’s friendship are powerful, affirmative elements in the construction of young people’s subjectivity, but also how they develop both against and in response to, but simultaneously also through and beyond, the spaces and power dynamics driven and imposed by adults In other words, children’s and young people’s emotional acts are not just reproductions of adults’ interventions – whether in accordance with or in opposition to them – but also largely autonomous constituents of young people’s agency (c.f Ahn, 2010; Evans, 2011) The chapters in the book offer various extensions to this argument, designed as direct implications for policy and practice Most chapters call for some sort of engagement with 302 Mapping and Making Spaces of Childhood children’s emotions in their own right and for refraining from seeing emotions exclusively, or in the first instance, as a problem to address (although see Philo’s (2011) call for caution in topics such as sexuality and Thomas’s (2014) response to it) For Lonie and Dickens, Beazley and Wilson, one affirmative action is to involve children in analyses of emotional experiences and impacts and to incorporate them into policymaking This leads to a tricky question of voice in children’s politics, which we outlined in the previous section On the one hand, as Kraftl (2013a) shows, there are good enough reasons to look beyond the potential of voice (without dismissing it) if emotions should be legitimised in the construction of politics; but on the other hand, as Parr et al (2005) reckon, it is not just a question of emotions being untranslatable into words, but also a question of the limits of what one is permitted to say in a particular context of power relations The chapters in this book thus offer contrasting and yet complementary perspectives Collins and Tymko, on the one hand, demonstrate how children can provide rather clear articulations of their embodied-emotional experiences, but they are deprived of the chance to be heard and listened to On the other hand, Procter, drawing on a more phenomenological reading of education, suggests that the capacity for such articulations is dynamically evolving, and that embodied, often ephemeral experience and place-based emotional learning can be factors that also shape children’s cognitive/vocal faculties Finally, van Blerk and van Blerk demonstrate the importance of the skills necessary for adults to engage with children’s emotions, and implicitly highlight their scarcity Together with Blazek and Hricová, who explicitly call for taking insights from detached youth work as an inspiration for connecting young people’s worlds with the arenas of policy and professional practice and also with the wider realities of adults, and with Lonie and Dickens, who call for reconsiderations of policy agendas with much stronger insights from practice, these chapters problematise any sort of ease in the practical, embodied contact of adults with children’s emotions What they share is a call for wider complementarity, shared responsibility and ‘togetherness’ of policy-makers and professionals, as well as other adults and young people themselves, in the ‘making’ of spaces of childhood Thinking childhood and emotions, (re)positioning policy and practice? A way to (continue to) ‘upscale’ children’s emotions and at the same time address the adult–child difference is to consider how emotions Peter Kraftl and Matej Blazek 303 figure in representations and conceptualisations of childhood and young age By this, we refer not simply to representations in the popular media, but to a continued need to subject policy and professional practices themselves to critical analysis (see Kraftl et al., 2012 for a range of examples) – to problematise how children’s emotions are thought in order to challenge the way the spaces of childhood are made Many of the chapters in this book might provide guiding examples For instance, several chapters prompt reflection upon the usefulness of particular categories – and their emotive capacities – when working with or for children (especially the chapters by Disney, Beazley, Lea et al., and Blazek and Hricová) Herein, various categories and their associated logics are challenged: ‘orphan’; ‘Behavioural, Emotional and Social Differences’; ‘child’/‘adult’; and ‘early intervention’ Elsewhere, Nayak’s chapter demonstrates particularly well how an attention to emotion (and, again, embodied feeling) can challenge stereotypical representations of young people in popular media and policy-making Indeed, Nayak does not only enable young people to articulate their critiques of such representations, but exemplifies how they deploy a range of embodied tactics to negotiate, evade and subvert these stereotypes Since (perhaps especially) media representations of young people are themselves such powerful conduits for emotions about children, we would ask what more academics, policy-makers and practitioners might to address such representations However, the chapters in the book also pose the important question of understandings of childhood and emotions in policy and practice, and what this might suggest for rethinking the relations between the two areas Lonie and Dickens articulate most explicitly the view that, due to the largely inevitable gaps between perspectives of young people and adults, the dynamics of influences between policy and practice needs to shift, with policy taking more insights from the experience of practitioners rather than just the other way round A similar argument – to shift attention from emotions as an outcome to emotions as a process, and to employ emotional reflexivity in professional practice and also in policy-making – is proposed by Joassart-Marcelli and Bosco, Beazley, and Preece, while Disney’s chapter illustrates that large areas of professional practice operate without or beyond policy guidelines, and such a disconnection might have detrimental effects on children The last reflection on this topic brings us back to the question of spaces of childhood, and the role of policy and practice in both producing and understanding (‘finding a way’ through) them An emerging theme present in all four parts of the book – and, thus, across all four 304 Mapping and Making Spaces of Childhood ‘spatialities’ of childhood we outlined in the Introduction – is the importance and implication of children’s social, spatial and also emotional autonomy concurrent with the need for support or even protection In her analysis of children experiencing substance misuse at home, Wilson argues that children have their own tangible and emotional mechanisms of ‘getting by’ in difficult circumstances, and part of the professional intervention should also be the awareness that children might just need space for themselves Pyyry reflects on young people’s affective spaces of friendship in the city, and suggests that certain institutional targets regarding emotions might be easier to meet by letting young people bring their experiences from peer groups into the formal spaces of education rather than the other way round Finally, both Lonie and Dickens, and Blazek and Hricová, bring perspectives from youth work of a challenge to maintain young people’s autonomy in the increasing managerial setting of professional practice, threatening to disconnect adults and their agendas from young people’s own concerns Crucial concepts in these debates are relationships and, more broadly, connectivity From the importance of the intimacy between the young person and social workers in Wilson’s study, through the dynamic relationships of detached youth workers with young people and their simultaneous role of gatekeepers towards other institutions, to the argument by Lea et al about the importance of sharing professional knowledge and experience with young people among the wider range of adult stakeholders, this book suggests that the processes of ‘making’ spaces of childhood operate at a range of scales and through a variety of agents, and the effort of ‘mapping’ them needs to adopt appropriate mobility across these connections References J Ahn (2010) ‘ “I’m not scared of anything”: Emotion as social power in children’s worlds’, Childhood, 17 (1): 94–112 G J Andrews and S Chen (2006) ‘The production of tyrannical space’, Children’s Geographies, (2): 239–251 N Ansell (2009a) ‘Embodied learning: Responding to AIDS in Lesotho’s education sector’, Children’s Geographies, (1): 21–36 N Ansell (2009b) ‘Childhood and the politics of scale: Descaling children’s geographies?’ Progress in Human Geography, 33 (2): 190–209 N Ansell, F Hadju, E Robson, L van Blerk and E Marandet (2012) ‘Youth policy, neoliberalism and transnational governmentality; A case study of Lesotho and Malawi’ In P Kraftl, J Horton and F Tucker (Eds), Critical Geographies of Childhood and Youth (Bristol: Policy Press), pp 43–60 A Bartos (2013) ‘Children sensing place’, Emotion, Space and Society, 9: 89–98 Peter Kraftl and Matej Blazek 305 D Bissell (2007) ‘Animating suspension: Waiting for mobilities’, Mobilities, (2): 277–298 M Blazek (2013) ‘Emotions as practice: Anna Freud’s child psychoanalysis and thinking-doing children’s emotional geographies’, Emotion, Space and Society, 9: 24–32 M Blazek and M Windram-Geddes (2013) ‘Editorial: Thinking and doing children’s emotional geographies’, Emotion, Space and Society, 9: 1–3 L Bondi (2005) ‘Making connections and thinking through emotions: Between geography and psychotherapy’, Transactions of the Institute of British Geographers, 30 (4): 433–448 M Bourdillon (2014) ‘Neglected dimensions of child well-being’, Children’s Geographies, 12 (4): 497–503 P Dillon, P Vesala and C S Monteroc (2014) ‘Young people’s engagement with their school grounds expressed through colour, symbol and lexical associations: A Finnish–British comparative study’, Children’s Geographies, early publication K Ecclestone and D Hayes (2009/2008) The Dangerous Rise of Therapeutic Education (London: Routledge: London) B Evans (2010) ‘Anticipating fatness: Childhood, affect and the pre-emptive “war on obesity” ’, Transactions of the Institute of British Geographers, 35 (1): 21–38 R Evans (2011) ‘ “We are managing our own lives ”: Life transitions and care in sibling-headed households affected by AIDS in Tanzania and Uganda’, Area, 43 (4): 384–396 C Faria (2014) ‘ “I want my children to know Sudan”: Narrating the longdistance intimacies of diasporic politics’, Annals of the Association of American Geographers, 104 (5): 1052–1067 N E Fenton, S J Elliott and A Clarke (2013) ‘Tag, you’re different: The interrupted spaces of children at risk of anaphylaxis’, Children’s Geographies, 11 (3): 281–297 E Gagen (2015) ‘Governing emotions: Citizenship, neuroscience and the education of youth’, Transactions of the Institute of British Geographers, 40 (1): 140–152 C Gaskell (2008) ‘ “Isolation and Distress”? (Re)thinking the place of emotions in youth research’, Children’s Geographies, (2): 169–181 D Goerisch and K Swanson (2013) “It’s called Girl Scouts, not, like, Woman Scouts”: Emotional labour and girls’ bodies’, Children’s Geographies, 13 (4): 154–166 S Hadfield-Hill and J Horton (2014) ‘Children’s experiences of participating in research: Emotional moments together?’ Children’s Geographies, 12 (2): 135–153 J Harden (2012) ‘Good sitting, looking and listening: The regulation of young children’s emotions in the classroom’, Children’s Geographies, 10 (1): 89–99 R Hart (1992) Children’s Participation from Tokenism to Citizenship (Florence: UNICEF Innocenti Research Centre) P Hemming (2007) ‘Renegotiating the primary school: Children’s emotional geographies of sport, exercise and active play’, Children’s Geographies, (4): 353–371 306 Mapping and Making Spaces of Childhood L Holt (2007) ‘Children’s sociospatial (re)production of disability within primary school playgrounds’, Environment and Planning D: Society and Space, 25 (5): 783–802 K Hörschelmann and R Colls (2009) Contested Bodies of Childhood and Youth (Basingstoke: Palgrave Macmillan) J Horton and P Kraftl (2005) ‘For more-than-usefulness: Six overlapping points about children’s geographies’, Children’s Geographies, (2): 131–143 J Horton and P Kraftl (2006) ‘What else? Some more ways of thinking and doing “children’s geographies” ’ Children’s Geographies, (1): 69–95 J Horton and P Kraftl (2009a) ‘Small acts, kind words and “not too much fuss”: Implicit activisms’ Emotion, Space and Society, (1): 14–23 J Horton and P Kraftl (2009b) ‘What (else) matters? Policy contexts, emotional geographies’, Environment & Planning A, 41: 2984–3002 A James and A L James (2004) Constructing Childhood: Theory, Policy and Social Practice (London: Palgrave MacMillan) A James and A Prout (1997) Constructing and Reconstructing Childhood: Contemporary Issues in the Sociological Study of Childhood (New York: Psychology Press) C Jeffrey (2013) ‘Geographies of children and youth III Alchemists of the revolution?’ Progress in Human Geography, 37 (1): 145–152 C Jeffrey and S Young (2012) ‘Waiting for change: Youth, caste and politics in India’, Economy and Society, 41 (4): 638–661 C Jenks (1996) Childhood (London: Routledge) O Jones (2005) ‘An Emotional Ecology of Memory, Self and Landscape’ In J Davidson, L Bondi and M Smith (Eds), Emotional Geographies (Aldershot: Ashgate), pp 205–218 O Jones (2008) ‘ “True geography [ ] quickly forgotten, giving away to an adult-imagined universe” Approaching the otherness of childhood’, Children’s Geographies, (2): 195–212 O Jones (2013) ‘ “I was Born But ”: Children as other/nonrepresentational subjects in emotional and affective registers as depicted in film’, Emotion, Space and Society, 9: 4–12 K Kallio and J Häkli (2013) ‘Children and young people’s politics in everyday life’, Space and Polity, 17 (1): 1–16 C Katz (2004) Growing Up Global: Economic Restructuring and Children’s Everyday Lives (Minneapolis, MN: University of Minnesota Press) C Katz (2008) ‘Childhood as spectacle: Relays of anxiety and the reconfiguration of the child’, Cultural Geography, 15 (1): 5–17 M King (2007) ‘The sociology of childhood as scientific communication observations from a social systems perspective’, Childhood, 14 (2): 193–213 P Kraftl (2008) ‘Young people, hope, and childhood-hope’, Space and Culture, 11 (2): 81–92 P Kraftl (2013a) ‘Beyond “voice”, beyond “agency”, beyond “politics”? Hybrid childhoods and some critical reflections on children’s emotional geographies’, Emotion, Space and Society, 9: 13–23 P Kraftl (2013b) Geographies of Alternative Education (Bristol: Policy Press) P Kraftl (2015) ‘Alter-childhoods: Biopolitics and childhoods in alternative education spaces’, Annals of the Association of American Geographers, 105 (1): 219–237 Peter Kraftl and Matej Blazek 307 P Kraftl, J Horton and F Tucker (2012) Critical Geographies of Childhood and Youth: Contemporary Policy and Practice (Bristol: Policy Press) N Lee (2001) Childhood and Society: Growing Up in an Age of Uncertainty (Buckingham: Open University Press) N Lee and J Motzkau (2011) ‘Navigating the bio-politics of childhood’, Childhood, 18: 7–19 D J Marshall (2014) ‘Save (us from) the children: Trauma, Palestinian childhood, and the production of governable subjects’, Children’s Geographies, 12 (3): 281–296 S Mills and P Kraftl (2014) Informal Education, Childhood and Youth: Geographies, Histories, Practices (Basingstoke: Palgrave Macmillan) K Mitchell and S Elwood (2012) ‘Mapping children’s politics: The promise of articulation and the limits of nonrepresentational theory’, Environment and Planning-Part D, 30 (5): 788 R Pain (2006) ‘Paranoid parenting? Rematerializing risk and fear for children’, Social & Cultural Geography, (2): 221–243 H Parr, C Philo and N Burns (2005) ‘ “Not a display of emotions”: Emotional geographies of Scottish Highlands’ In J Davidson, L Bondi and M Smith (Eds), Emotional Geographies (Aldershot: Ashgate), pp 87–101 J Peck and A Tickell (2002) ‘Neoliberalizing space’, Antipode, 34 (3): 380–404 J C Perumal (2013) ‘Pedagogy of refuge: Education in a time of dispossession’, Race Ethnicity and Education, 16 (5): 673–695 C Philo (2011) ‘Foucault, sexuality and when not to listen to children’, Children’s Geographies, (2): 123–127 A Prout (2004) The Future of Childhood (London: Routledge) G Rose (2004) ‘ “Everyone’s cuddled up and it just looks really nice”: An emotional geography of some mums and their family photos’, Social & Cultural Geography, (4): 549–564 R Rosen (2014) ‘ “The scream”: Meanings and excesses in early childhood settings’, Childhood, 22 (1): 39–52 K Ryan (2011) ‘The new wave of childhood studies: Breaking the grip of biosocial dualism?’ Childhood, 19; 439–452 A Taylor (2013) Reconfiguring the Natures of Childhood (London: Routledge) M E Thomas (2014) ‘When 1+1 does not equal 2: Childhood sexuality and Laplanche’s enigmatic signifier’ In P Kingsbury and S Pile (Eds), Psychoanalytic Geographies (Aldershot: Ashgate), pp 199–212 K Tisdall and S Punch (2012) ‘Not so “new”? Looking critically at childhood studies’, Children’s Geographies, 10 (3): 249–264 G Valentine (2004) Public Space and the Culture of Childhood (Aldershot: Ashgate) R Vanderbeck (2008) ‘Reaching critical mass? Theory, politics, and the culture of debate in children’s geographies’, Area, 40 (3): 393–400 S Yea (2015) ‘Girls on film: Affective politics and the creation of an intimate antitrafficking public in Singapore through film screenings’, Political Geography, 45: 45–54 M Zembylas (2013) ‘Mobilizing “implicit activisms” in schools through practices of critical emotional reflexivity’, Teaching Education, 24 (1): 84–96 Index abjection, 125–8, 131, 133–5 affect, 1, 3, 69, 70, 77, 81, 107, 118, 119, 158–9, 167, 171, 175, 185, 208, 223, 259–73, 295, 296, 302, 304 and education, 107, 118, 223, 259–73 spaces of, 52, 107, 112, 223 agency (children’s), 10, 38, 54, 70, 77, 81, 88, 96, 101–2, 134–5, 175–6, 178, 181–5, 190, 207–8, 215, 260, 270, 293, 297, 301 anger, 39, 45–6, 63, 71, 76, 92, 101, 167–9, 171, 184, 208, 212, 274, 276 anxiety, 47, 69, 89, 133, 159, 165, 266, 270 aspirations, 64, 134, 159, 161, 162–70 Behavioural, Emotional and Social Difficulties (BESD), 242–58, 303 bullying, 5, 39, 138–53, 301 Canada, 68–83, 261 care, 17–51, 62–4, 110, 134, 151, 169, 185, 186, 254–5, 262, 275, 293, 294, 299 Chav, 122–37 childhood autonomy of, 52, 57, 63, 70, 111, 120, 181–2, 204–18, 229, 260, 301, 304 in crisis, 2–3, 88, 120, 141, 205 hybrid, 38, 80, 116, 117, 176, 208, 222, 224, 302 as otherness, 205–9, 299 as social and spatial construction, 5, 79, 159, 205, 206, 274–90, 292, 295, 303 childhood studies, 3, 53, 292 ‘new wave’ of, 38, 80, 116, 117, 176, 208, 222, 224, 292, 302 children’s geographies, 36, 52, 92, 159, 190, 205–9, 303 citizenship, 94, 102, 161, 259–73, 284, 289, 299, 300 class, 122–37, 157, 162, 166, 167, 169, 244, 248–9, 264, 268 community, 88–103, 178, 205–6, 213, 215, 261–5 compassion, 44, 163–70, 275–88 dis/ability, 20, 22, 246, 251, 256 disgust, 71, 75, 123, 126, 131, 133, 276, 293 education, 39, 46, 107–21, 221–73 and environment, 221–41 geographies of, 107–21, 216, 221–41 informal and alternative, 108, 110, 117, 151, 174–88, 216, 222, 224 embodiment, 41, 73, 109, 114, 167, 206, 223–4, 238–9, 265–7, 292–4, 302 geographies of, 109, 114, 292–4 emotion adult-child, 6, 8, 37, 60, 64, 76, 151, 204, 205–9, 211, 250, 252, 260, 281, 293, 294–6, 301 ambivalence of, 134, 180, 278, 300 categorisation of, 4, 186, 244, 300, 303 engineering of, 42, 96–100, 186, 259–60, 270–1, 300 governance of, 3, 93–5, 101–3, 159, 163–70, 208, 261, 269, 301 institutionalisation of, 2–6, 244, 260, 296–9, 304 intervention, 1, 3, 34, 71, 93, 96–100, 158, 163, 178, 186, 197–9, 244, 260, 297, 299, 303 308 Index of policy-makers, 6–7, 34, 68, 69, 87, 95–6, 159, 295, 303 of practitioners, 6–8, 23–5, 138, 158, 183–5, 195, 247–8, 295, 303 as problem, 4, 42, 93, 134, 138, 165, 178, 212–13, 242–58, 299–302 as relational, 5, 162, 165, 170, 185, 189–218, 251, 260, 281, 294–6, 301, 304 in research, 38, 189–218, 264–5 of researchers, 294–6 spaces of, 4, 5, 52, 204, 245, 303, 304 support from practitioners, 60, 62–3, 143, 158, 170, 200, 247–8 theories of, 1, 175, 185, 276–8 emotional geographies, 52, 63, 106, 159, 175, 185, 204 emotional literacy (and competency), 165, 174–6, 243, 299–300 emotional security, 57–60, 64–5 emotional work, 26–7, 185 enjoyment, 27, 59–60, 62, 118, 168–9, 226, 230, 276, 283–7 ethnicity, 157, 160, 226, 244 ethnography, 22–30, 116–17, 123, 126, 129–30, 133, 160–1, 191–2, 200, 225–6, 246–7, 277 auto-ethnography, 178 every child matters (ECM), exclusion, 4, 59, 94, 123, 125–7, 157–73, 178, 183, 216, 242–73 family, 35, 44–6, 52–67, 255 fear, 19, 23–8, 30, 56, 58, 69–74, 81, 87, 89, 92, 96, 103, 107, 112–13, 119–20, 126, 132–3, 158–9, 171, 212, 262, 266–7, 279–81, 293, 295 feeling, 108, 126, 165, 222–3, 293 Finland, 107–21 focus groups, 28, 72–3, 142–3, 177, 226 friendship, 38, 46, 59, 62, 107, 115, 118, 119, 130, 145, 233, 293, 301 309 frustration, 26, 56, 77, 81, 101, 162, 167–9, 180, 182, 184, 269 fun, 113, 116, 123, 131, 135, 301–2 future, the, 3, 4, 91, 159, 211, 271, 295 gender, 39–41, 129, 244, 248–9 Germany, 274, 287 hanging out, 107–21 home, 44–6, 54, 55–7, 245, 293 hope, 61, 69, 112, 158–60, 163, 167, 171, 185, 195, 289 identity, 125–7, 130, 139, 141, 189, 214, 246, 251 inclusion, 102, 162, 174, 186, 242–73 Indonesia, 34–51 institutions, 17, 35, 261, 293, 296–9, 304 deinstitutionalisation/ reinstitutionalisation, 4, 5, 17, 18, 22, 296–9 geographies of, 20, 208, 296–9 intergenerational relations, 29, 109, 289 Internet, 2, 127, 138–53, 298 interview, 54–5, 97, 143, 160–1, 246–7 biographical, 191–3 peer-to-peer, 35, 38 Iraq, 278, 283 Kenya, 157–73 mapping, 6, 20, 107, 114, 117, 304 mental, 107, 116 media (popular), 2, 5, 34, 122, 205, 274–90, 303 mobilities, 48, 70, 112, 238, 304 music, 128–9, 131, 174–88 nature, 87–106, 117, 221–41, 297 in cities, 87–106, 108, 117, 297 critiques of, 89–93, 108, 222 NEET (Not in Education, Employment or Training), 122–3, 133–4 neocolonialism, 158–60, 164–9, 288–9 310 Index neoliberalism, 3, 93–5, 102, 166–7, 185, 297–8 and austerity, 3, 122, 133, 134, 168 New Zealand, 259–73 No Child Left Behind (NCLB), non-governmental organisations (NGO), 17–48, 189–203 nonrepresentation, 64–5, 115, 119, 209, 292, 297 orphans, 17–51, 293 Palestine, 274, 278–81, 300 parents, 21, 35, 52–67, 253–4, 281 participation, 78, 88, 94, 96–100, 108, 174, 185, 259–60, 263–8 participatory research, 35–7, 88, 95–100, 110, 175, 190, 209, 266 phenomenology, 204, 223, 238–9, 302 place-making, 52, 54–5, 58–9, 61, 88, 109, 119, 222 play, 2, 23–4, 38, 40–8, 88–9, 100, 108–12, 116–20, 222, 225–6, 228, 276, 283–288, 293 politics, 77–8, 81, 88–103, 168, 171, 175, 176, 179, 181, 205–10, 215, 259–90, 293, 296–9, 301 poverty, 5, 44, 96, 123, 127–9, 133–5, 163, 167–70, 190, 195 power, 27, 76–7, 164, 165, 207, 215, 293, 296–9, 301–2 practitioner-based research, 192–3 psychoanalysis, 126, 139, 148–50, 209 psychology, 189–204 developmental, 18, 19 religion, 19, 39, 42, 46, 160–2, 166 representation, 5, 7, 70, 109, 122, 124–5, 127–9, 131, 148, 169, 274–90, 303 resilience, 2, 88, 89–93, 101, 125 resistance and activism, 149, 269, 293, 301 responsibility, 170 individualisation of, 3, 101, 166–7, 185 restorative justice, 242–58 rights, 5, 7, 21, 37, 47, 70, 72, 88, 94, 133, 140, 189, 190, 270, 292, 294, 297 risk, 53, 131, 146, 152, 180, 190, 246 Russia, 17–33, 282 scale, 5, 18, 21–2, 133, 190, 208, 221, 297, 304 self-harm, 138–53 senses, the, 54, 57–61, 72, 74–5, 112, 116, 229, 293 shame, 5, 56, 60, 70–1, 123, 128, 147, 180, 246, 262, 297 Slovakia, 205–10 smoking, 68–83 prohibition of, 68, 70–1 social media, 2, 138–53, 297 South Africa, 189–203 special educational needs (uk), 242–58 street youth, 189–203, 294 stress, 2–3, 23–6, 30–1, 62, 77, 89–91, 95–6, 252, 266 substance use, 52–67, 114, 190 suicide, 138–53, 190, 191, 294 Syria, 277, 278, 283 textual analysis, 124–5, 277–8 therapy, 4, 189–203, 214–21 trauma, 29, 38, 42, 89–91, 125, 190–201, 280–2, 299, 300 Ukraine, 277–8, 281 unemployment, 122–37 United Kingdom, 18, 74–88, 122, 174, 205–10, 226–39, 261, 283–7, 297, 298 United Nation Convention of the Rights of the Child (UNCRC), 7, 47, 292 United States, 87–106, 284 urban planning, 87–106 violence, 24–5, 39, 41–3, 47, 58, 127, 147, 190, 197–9, 274–90, 300 visual methods, 43, 96–100, 110–18, 263 and imagery, 5, 123, 124–5, 274 Index 311 voice, 54, 174–88, 200, 215, 281, 292, 293, 297, 302 volunteering, 4, 25–8, 157–73, 259, 298 what matters, 6, 8, 54, 128, 174–88, 297 work, 122–37 World Health Organisation (WHO), 18, 71 war, 274–90, 296, 300 well-being, 46–7, 68–85, 87–93, 204, 216, 242–58, 299 youth work, 158, 169–71, 174–88, 204–18, 293, 304 Zimbabwe, 157–73 ... contexts and forms of intervention The chapters explore diverse forms of emotion and emotion work, including: emotions experienced during the course of professional interventions; emotions underpinning... several international contexts; • to disseminate new findings and original understandings of children’s and young people’s emotions in the everyday contexts of diverse policy landscapes and professional... how emotions, affects and feelings matter in policy and professional practice with children; • to consider emotions within the diversity of forms of policy/ professional practice with children and