Index
Sociological Research and Urban Children and Youth
ISBN: 978-1-80117-445-9, eISBN: 978-1-80117-444-2
ISSN: 1537-4661
Publication date: 2 October 2023
This content is currently only available as a PDF
Citation
(2023), "Index", Berman, R., Albanese, P. and Chen, X. (Ed.) Sociological Research and Urban Children and Youth (Sociological Studies of Children and Youth, Vol. 32), Emerald Publishing Limited, Leeds, pp. 177-183. https://doi.org/10.1108/S1537-466120230000032011
Publisher
:Emerald Publishing Limited
Copyright © 2023 Rachel Berman, Patrizia Albanese and Xiaobei Chen
INDEX
Academic streaming process
, 20
Achievement gap
, 147
Action planning process
, 168
Activism
, 132
Agency
, 4–5
Agricultural techniques
, 18
Agriculture
, 24
American Civil Liberties Union (ACLU)
, 125
American Library Association, The (ALA)
, 124
Analysis methodology
, 36
Analytic process
, 14
Asian American
, 108
social integration
, 108
Asian Canadians
, 106
youth
, 106
Assimilation process
, 24
Asynchronous learning
, 53
Autism
, 30
Autistic authors
, 38
Autistic children
, 40, 43
Autistic individuals
, 42
Autistic youth participants
, 37–40
Auto-ethnographer
, 94
Autocratic systems
, 72
Belonging
, 3–4
Black children
, 18
Black educators
, 20
Black Lives Matter movement (2020)
, 122
Bourdieu, Pierre
, 108–109
Breaking the Cycle (2009)
, 146–148
Canadian Broadcasting Corporation (CBC)
, 106
Canadian policy makers
, 15
Canadian residential schools
, 22
Canadian social reform movement, The
, 142
Category slippage between race and discipline
, 109–113
Central York School District, Pennsylvania
, 129–130
Child Friendly Cities Initiative (CFCI)
, 5, 156
action planning
, 168–170
analysis
, 170–171
approach in United States
, 157–159
case studies
, 162
Framework for Action
, 168
global history of
, 156–157
lessons learned
, 171–173
situation analysis stage
, 167–168
stakeholder engagement stage
, 162–167
USA approach
, 159–160
young people’s participation in
, 160–162
Youth Council
, 166–167
Child poverty in Ontario
, 149–151
community revitalization concerns
, 148–149
education as solution to culture of poverty
, 145–147
mobilizing spatial framework to understand poverty
, 141–145
Child-Friendly City (CFC)
, 68
Child-savers
, 142
Child(hood)/children
, 11, 74
child-led interests for participation in research
, 34–35
citizenship, space, and belonging
, 3–4
contextual barriers to children’s engagement
, 70–72
cultural context and structure
, 74–75
developmental approach to
, 143
exclusion
, 71
human rights
, 156
inclusion
, 69
interests for engagement
, 32–34
obstacles to children participation
, 74
organization of volume
, 2
participation concept
, 69, 156
positioning
, 10–14
power, structure and agency
, 4–5
presence of children in field of urban planning
, 69–70
relationships to/with urban contexts
, 2–3
rights
, 156, 158
social construction and relationality
, 2–3
two aspects of
, 160
urban management structure
, 77–78
urban planning structure
, 75–77
voices in Iranian urban affairs
, 78
Children and Young People Zone (CYZ)
, 92
Children Crossing Borders Project
, 93
Children’s Civic Participation
, 160
Citizenship
, 3–4
politics
, 4
City
, 1
citizenship, space, and belonging
, 3–4
intersections of city and digital among young Australians
, 57–58
organization of volume
, 2
power, structure and agency
, 4–5
social construction and relationality
, 2–3
Civic activism
, 125
Civic engagement research
, 160
Cocreation of research and research questions
, 95
Coding frame construction
, 35–37
Comic conventions
, 41
Commitment to End Child Poverty (1989)
, 151
Community
, 157
assessment process
, 167
community-visioning process
, 92
conversations
, 167
revitalization concerns
, 148–149
Community Playwork
, 98
Computer gaming
, 32
Conservative government of Ontario
, 149
Constructivist theories
, 30
Co–presence
, 49
embodied sense of
, 52
Cosplay
, 31–32, 40
(see also Play)
appeal of
, 32–34
community
, 33, 39
experience frame
, 37
practice
, 33
Counter-movements
, 124
COVID–19
considerations
, 58–60
digital mediation of everyday lives in city
, 50–58
CPE
, 90, 98
Critical feminist theory
, 79
Critical race theory (CRT)
, 123
Critical theory
, 78
Cultural barriers
, 68
Cultural Circles
, 93, 100
Culture of poverty, education as solution to
, 145–147
Cycle of poverty
, 146
Data
, 50
Democracy building
, 172
Developmental paradigm
, 144
Developmentalism
, 143–144
Digital among young Australians, intersections of city and
, 57–58
Digital communication
, 36
Digital interests for participation in research
, 34–35
Digital media
, 51, 56, 58
Digital mediation of everyday lives in city
, 50
intersections of city and digital among young Australians
, 57–58
method
, 50–51
online lives during pandemic
, 51–57
Digital platforms
, 35, 40
Digital spaces
, 33
child interests for engagement
, 32–34
enabling environments
, 34–354
power of play
, 31–32
search terms and thematic analysis
, 35–37
thematic analysis and participation results
, 37–40
use of
, 32–34
Digital technology
, 49, 52, 58
Discipline, category slippage between race and
, 109–113
Discourse analysis
, 10
of historical school garden texts
, 15
Docile bodies
, 15
Doug Ford Conservative government of Ontario
, 141
East Green Park
, 96, 99
Education
, 10
of Black children
, 18
as solution to culture of poverty
, 145–147
systems
, 20, 48
Elitism in urban planning
, 76–77
Enabling Environment for Participation
, 160
Engagement, child interests for
, 32–34
England, reconceptualising play work in
, 95
English local authorities (English LAs)
, 86
English municipal parks
, 95
Environments
, 41
Ethnographic field work
, 94
Ethnography
, 90
Fandom, appeal of
, 32–34
Feminist theorists
, 72
Flexible communication methods
, 32
Foodshare programmes
, 14
Free expression
, 125
fundamental rights of
, 126
Garden(ing)
, 17
positioning
, 10–14
Global digital technologies
, 59
Green Thumbs Growing Kids
, 14
Grounded theory (GT)
, 31
Hampton Institute, The
, 19–20
Hampton Normal School
, 18
Heterotopia
, 94, 97, 99–100
High Council of Urban Planning and Architecture of Iran
, 77
Higher education (HE)
, 48, 86
Holiday Activity and Food (HAF)
, 86
critiquing
, 87–88
positioning of Play work within
, 88–93
programme
, 87
Homology
, 108–109, 112
Hybrid spaces
, 52
Identity
, 4
Immigrant children, saving and civilising
, 15–17
Indigenous children
, 23
Indigenous people
, 23
Individual agency and action, theorizing
, 126
Informatics revolution
, 48
Instagram
, 56
Intergenerational community development of urban park
critiquing HAF
, 87–88
HAF Programme
, 87
playwork through post-structural feminist lens
, 93–94
positioning of play work within HAF
, 88–93
possibilities for international contexts of urban childhood and youth
, 100–101
reconceptualising play work in England
, 95
Intergenerational contact zones (ICZ)
, 93, 99–100
Intergenerational play
, 100
Intergenerational practice (IGP)
, 92
Intergenerational workshops
, 170
International contexts of urban childhood and youth, possibilities for
, 100–101
Interview
and survey participant demographic characteristics
, 63–64
transcripts
, 50
Iran
contextual barriers to children’s engagement
, 70–72
data analysis
, 74
findings
, 74–78
literature review and theoretical framework
, 69
methodology
, 72
presence of children in field of urban planning
, 69–70
sample population
, 73
semi-structured interviews
, 73–74
urban planning process in
, 69
Iranian society
, 72
Learning
, 110
Legitimation crisis
, 79
LGBTQ
, 132
Manual education
, 22
Marginalization
concept of
, 126
explaining social action through marginalization notions
, 127–128
Material interests for participation in research
, 34–35
Mayor’s Youth council
, 166
Medical models
, 30
Member of Provincial Parliament (MPP)
, 140
Members of Parliament (MPs)
, 139
Metaphoricity
, 11
Minnesota Youth Council (MYC)
, 166
Mixed-income community
, 148
Mixed-methods approach
, 50
Mobility of media
, 33
Model minority
, 107–108
ideology
, 108
stereotypes
, 106, 108, 116
stereotyping
, 106
Monash University Human Research Ethics Committee
, 51
Multiple stimuli
, 38
National scheme
, 86
Nativism
, 16
Nature, positioning
, 10–14
Nature Deficit Disorder
, 12
Neurotypical methods of communication
, 42
New Labour’s Department for Children, Schools and Families (DCSF)
, 88
Non-citizen planning approach
, 76
North American education system
, 146
North Hunterdon-Voorhees Regional High School District, New Jersey
, 132–133
North Kansas City High School, Missouri
, 133–134
Northland Parent Association (NPA)
, 133
Northland PTA
, 134
Office for Standards in Education (Ofsted)
, 88
Online chats
, 56
Online learning
, 54
Online literature
, 37–40
Online lives during pandemic
, 51
learning
, 52–54
relationships
, 56–57
work
, 54–56
Online space
, 35
Ontario’s first Poverty Reduction Strategies
, 142
Open access play
, 89
Organisational ethnography
, 90
Organisations
, 98
Pandemic, online lives during
, 51–57
Participants
, 56
responses
, 113
Participation
, 5
results of digital spaces
, 37–40
Patriarchal society
, 72
PEN America
, 4
Perception-based data
, 159
Physical exclusion
, 30
Planning (see also Urban planning)
process
, 75
system structure
, 75
Play
, 35
deprivation
, 89
positioning of play work within HAF
, 88–93
power of
, 31–32
reconceptualising play work in England
, 95
Playschemes
, 88
Playwork
, 88–89, 91, 95
through post-structural feminist lens
, 93–94
principles
, 88
Political action coalition (PAC)
, 124
Political power
, 72
Political socialization
, 129
Politicization of US Education, new forms of
, 123–125
Post-structural feminist lens, playwork through
, 93–94
Post-structural wrestling
, 90
Post-structuralist feminism
, 94
Post–structuralism
, 100
Poverty Reduction Strategy (2021)
, 140, 144, 149–150
Power
, 4–5
Practical consciousness concept
, 127
Practical ethics
, 17
Priority neighbourhoods
, 141–142
Public school students
, 125
QSR NVivo
, 50
Race, category slippage between discipline and
, 109–113
Realizing Our Potential (2014)
, 146, 148
Reconceptualisation of childhood
, 11
Reflexive codebook approach
, 50
Relationality
, 2–3
Research
, 31, 54
digital, material, and child-led interests for participation in
, 34–35
Royal Voluntary Service (RVS)
, 92
collaboration
, 93
Savage, removing and assimilating
, 22–25
School censorship
case studies
, 129
Central York School District, Pennsylvania
, 129–130
explaining social action through social exclusion and Marginalization Notions
, 127–128
free speech and sociological frames
, 125–126
independent school district of Katy, Texas
, 131
new forms of politicization of US Education
, 123–125
North Hunterdon-Voorhees regional high school district, New Jersey
, 132–133
North Kansas City High School, Missouri
, 133–134
theorizing individual agency and action
, 126
School gardens
maintaining and growing white power
, 17–22
movement
, 3, 10, 13–14, 19
positioning children, nature, and garden
, 10
removing and assimilating savage
, 22–25
saving and civilising immigrant children
, 15–17
saving urban childhood
, 12–13
tracing discourses of urban children and
, 14–15
Schooling
, 112, 116
Science, technology, engineering, mathematics-bound Asian Canadian youth (STEM-bound Asian Canadian youth)
, 106, 112
Sectors
, 48
Selective coding
, 37
Semi-structured interviews
, 50, 73–74
Sensory overload
, 38
Smart city
, 51
Social action through social exclusion and Marginalization Notions, explaining
, 127–128
Social behaviour
, 33, 36, 42
Social communication process
, 40
Social construction and relationality
, 2–3
Social constructivist models
, 30
Social exclusion, explaining social action through
, 127–128
Social justice
, 89, 94
Social movement actors capacity
, 126
fundamental rights of
, 138
Social reform movements
, 15, 143
Social skills
, 55
Social transformation
, 127
Society
, 127
Socio-collaborative cognitive process
, 30
Socio-political process
, 68
Sociological concepts of agency and structure
, 126
Sociology of education
, 112
Space
, 3–4
concept
, 127
specialisation of city space
, 60
Spatial framework to understand poverty, mobilizing
, 141–145
Stem-bound Asian Canadian Youth
category slippage between race and discipline
, 109–113
homology
, 108–109
model minority
, 107–108
uneven resistance to streaming
, 113–116
Stewardship
, 12
Stop WOKE Act
, 123
Strategies, The
, 145–148
Streaming
, 110, 112
uneven resistance to
, 113–116
Street Games
, 91
Structural barriers
, 68
Student free speech 125
Students rights
, 124
Technology
, 33
Territorial stigmatization
, 144
Text based communication
, 56
Thematic analysis
, 35–37
of digital spaces
, 37–40
Theoretical sensitivity
, 36
Transcribed verbatim
, 50
UNICEF
, 157
CFCI
, 156
USA
, 157
United Nations (UN)
, 1, 68
General Assembly
, 156
Habitat II Conference on Human Settlement (1996)
, 69
Rapprator
, 150
United Nations Convention on Rights of the Child (UNCRC)
, 68, 70, 86, 140, 156
commitment to educational equality
, 88
ratification
, 159
United Nations International Emergency Fund’s Child-Friendly City
, 68
United States (US)
, 4, 158
CFCI approach in
, 157–159
movements
, 122
new forms of politicization of US education
, 123–125
Universal conventions
, 70
Urban child(hood)
maintaining and growing white power
, 17–22
positioning children, nature, and garden
, 10
possibilities for international contexts of
, 100–101
removing and assimilating savage
, 22–25
saving
, 12–13
saving and civilising immigrant children
, 15–17
school garden movement
, 13–14
tracing discourses of urban children and school gardens
, 14–15
Urban children
, 2
Urban experts
, 73
Urban flight
, 122
Urban neighborhoods
, 4
Urban NGOs
, 75
Urban planning
, 167
approach to
, 75–76
contextual barriers to children’s engagement
, 70–72
data analysis
, 74
elitism in
, 76–77
findings
, 74–78
literature review and theoretical framework
, 69
methodology
, 72
presence of children in field of
, 69–70
process
, 68–69
sample population
, 73
semi-structured interviews
, 73–74
structure
, 75
system in Iran
, 73
Urban spaces
, 30–32, 35, 38
Urbanism
, 1
Urbanization
, 121
Video calls
, 56
Von Fellenberg’s model
, 22
Welsh Assembly, The
, 89, 92
Western contexts
, 79
White power, maintaining and growing
, 17–22
Work
, 54–56
Young Australians, intersections of city and digital among
, 57–58
Young people
, 40, 43, 54, 59, 156
participation in CFCIs
, 160–162
participation in emergencies
, 173
Youth
, 156–157
children and
, 158
citizenship, space, and belonging
, 3–4
development
, 160
organization of volume
, 2
participation in CFCI governance
, 166
possibilities for international contexts of
, 100–101
power, structure. and agency
, 4–5
relationships to/with urban contexts
, 2–3
social construction and relationality
, 2–3
Youth Action Workshops
, 168
- Prelims
- Children, Youth, and the City
- Section I: Social Construction and Relationality – Children’s and Youth’s Relationships to/with Urban Contexts
- Chapter 1: School Gardens and the Urban Child
- Chapter 2: Use of Digital Spaces for Cosplay by Autistic Youth for Social Interaction, in Lieu of Material Spaces within Urban Contexts
- Chapter 3: The Digital Mediation of Everyday Lives in the City: Young People Negotiating Troubled Transitions During COVID-19
- Section II: Citizenship, Space, and Belonging
- Chapter 4: Inclusion in the Non-inclusive Community: Exploring Children's Exclusion from the Urban Planning Process in Iran
- Chapter 5: Spaces for Play: Intergenerational Community Development of an Urban Park in the East Midlands of England
- Chapter 6: Race, Educational Streaming, and Identity Formation Among Stem-bound Asian Canadian Youth
- Section III: Power, Structure, and Agency
- Chapter 7: Students Fight Back Against School Censorship
- Chapter 8: Cycles and Spaces of Child Poverty in Ontario
- Chapter 9: Benefits of the Child Friendly Cities Initiative
- Index