Prelims

Half Title

Rethinking young people’s lives through space and place

Title Page

Sociological Studies of Children and Youth (SSCY/SSCH) Volume 26

Rethinking Young People’s Lives Through Space and Place

Edited by

ANUPPIRIYA SRISKANDARAJAH

SERIES EDITOR

LORETTA E. BASS

The University of Oklahoma, USA

United Kingdom – North America – Japan – India – Malaysia – China

Copyright

Emerald Publishing Limited

Howard House, Wagon Lane, Bingley BD16 1WA, UK

First edition 2020

Copyright © 2020 Emerald Publishing Limited

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British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

ISBN: 978-1-78973-340-2 (Print)

ISBN: 978-1-78973-339-6 (Online)

ISBN: 978-1-78973-341-9 (Epub)

ISSN: 1537-4661 (Series)

Contents

List of Contributors

Author biographies

Carlos Aguilar is a Doctoral Student at the Harvard Graduate School of Education. His research explores the social and educational experiences of undocumented youth and advances a new theoretical framework called “Undocumented Critical Theory” (UndocuCrit). His underlying emphasis is to complicate current narratives and theoretical frameworks surrounding undocumented immigration.

Natasha Blanchet-Cohen is an Associate Professor in the Department of Applied Human Sciences at Concordia University, Graduate Director of the Youth Work diploma, and Co-chair of the Youth Research Network in Quebec. As an interdisciplinary scholar, she focuses on community and youth engagement, particularly with immigrant and indigenous youth.

Geneviève Grégoire-Labrecque is a PhD Student in a multidisciplinary programme at Concordia University (Canada), with a background in anthropology. She is working on the transformational potential of children and youth social and political participation in their everyday lives (family, school, and community) through participative, artistic, and ethnographic methods.

Allison Sterling Henward is an Assistant Professor of Early Childhood at Penn State. Her research seeks to understand the ways local and global cultures, including children’s culture configure in preschool classrooms. Her work has appeared in Gender and Education, Contemporary Issue in Early Childhood, and Anthropology and Education Quarterly.

Camila Caldeira Langfeldt graduated in Education at the Federal University of Paraná; as MPhil student in Childhood Studies at the Norwegian University of Science and Technology researches on refugee schooling experiences at the metropolitan region of Rio de Janeiro, Brazil; she has experience with research with children into the Childhood Studies field.

Katherine Martin’s research and pedagogical interests lie in construction of space, inclusion, and creative expression in the childhood experience. She continues to be Program Director and early childhood process Art Facilitator in an urban Art Center, as well as Speaker at creative arts conferences to inform about her theories and practice.

Jennifer Rothchild is an Associate Professor of sociology and Coordinator of the gender, women, and sexuality studies (GWSS) program at the University of Minnesota, Morris. Her current research centers on gender and development, childhoods, reproductive health, and social inequalities. For over 20 years, she has conducted community-based research in South Asia and the United States. She is the author of the book Gender Trouble Makers: Education and Empowerment in Nepal (Routledge, 2006), as well as book chapters, essays, and policy reports. She serves as a consultant for community development and outreach organizations, INGOs, and government sectors in the United States and abroad.

Angela Scalabrin Coutinho, PhD in Child Studies, is a Professor at the Federal University of Paraná for the programs Bachelor in Pedagogy and Postgraduate in Education, at the research line Diversity, Difference and Social Inequality in Education. Her studies focus on social inequality, with an emphasis on listening to children and the lack of access to nursery.

Anuppiriya Sriskandarajah is an Assistant Professor in the Children, Childhood and Youth Program at York University. Recently, she published “Cultural Mixers: Race, Space, and Intercultural Relations among Youth in East-end Toronto” in the Canadian Journal of Sociology. Currently, she is working on “When Futurity Speaks: Indigenous Girlhood and Developing the Developed World.” In 2018, she was also elected to serve on the largest school board in Canada.

Jodi Streelasky is an Assistant Professor in the Department of Curriculum and Instruction at the University of Victoria, Canada. Her research examines children’s use of multimodal forms of communication, early childhood global partnerships, outdoor education, and the inclusion of Indigenous ways of knowing in early childhood classrooms.

Juan Torres is a Certified Urban Planner, Professor at the School of Urban Planning and Landscape Architecture at the Université de Montréal. His research and teaching concerns urban design, especially with regard to the environmental determinants of mobility and the participation of children and youth in urban planning and design.

Diana Volonakis is a PhD Candidate in Education Sciences at the University of Geneva, Switzerland. She has published in the field of interdisciplinary children’s rights studies and has contributed to The SAGE Encyclopedia of Children and Childhood Studies on the topics of apprenticeship and vocational education.

Yeojoo Yoon is a PhD Candidate in Curriculum and Instruction, Early Childhood at Penn State. Her research focuses on children’s culture and enhancing emergent bilingual children’s social and linguistic development through multiliteracy practices in early childhood classrooms.