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Exploring children´s sense of place and promoting equity in geography education
Stockholm University, Faculty of Social Sciences, Centre for Teaching and Learning in the Social Sciences (CeSam).
Stockholm University, Faculty of Social Sciences, Centre for Teaching and Learning in the Social Sciences (CeSam).
2015 (English)In: NoFa5 Book Of Abstracts, 2015, 37-37 p.Conference paper, Abstract (Other academic)
Abstract [en]

This study investigates how cultural factors shape children views of the environment in Sweden. In a geographical context it focuses our attention on children’s sense of place, that is, how people inhabit spaces. This deepens our understanding of society and sustainability to create an inclusive education. Specifically, we ask: what does the environment mean to children and what attachments, if any, do children have with the environment? Drawings and interviews are used to elicit children’s responses to these questions. Study participants consist of 150 children in year 6 drawn from two schools in Stockholm and Sodertalje, each reflecting different communities. After establishing inter-rater reliability, we conduct content and thematic analysis of drawings as well as open coding of interviews to generate interpretive findings. Visual methodology and social constructivism are lenses that frame this study and validate children’s sense of place. Implications for equity in geography and education are discussed.

Place, publisher, year, edition, pages
2015. 37-37 p.
Keyword [en]
sense of place, children, visual methodology, equity
National Category
Educational Sciences
Research subject
Geography with Emphasis on Human Geography
Identifiers
URN: urn:nbn:se:su:diva-124834OAI: oai:DiVA.org:su-124834DiVA: diva2:890863
Conference
NoFa5 - the 5th Nordic conference on subject education, Helsinki 27-29 May 2015
Available from: 2016-01-05 Created: 2016-01-05 Last updated: 2016-01-13Bibliographically approved

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Torbjörnsson, TomasLundholm, Cecilia
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Centre for Teaching and Learning in the Social Sciences (CeSam)
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ReferencesLink to record
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