Abstract
Edward Said’s account of an ‘imaginative geography’ has had a major influence on how spatial ‘theories’ inform our understanding of the world. However, ‘doing’ spatial analysis around ‘imaginative geography’ poses considerable challenges to the researcher. In this paper I reflect on some of the challenges (and opportunities) in trying to ‘do’ spatial analysis around children’s imaginative geography. Drawing on research undertaken as part of the Horizon Europe funded Cultural Literacies’ Value in Europe project, I highlight an attempt at ‘doing’ spatial analysis through participatory arts-based practices (ABPs) and pedagogy in Finland based around walking and the making of maps. From this intersection of experiences I also highlight how these practices frame data gathered from and about children.
Presenters
Kemal AhsonPI & Senior Researcher, Faculty of Educational Sciences, University of Helsinki, Finland
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
CHILDREN, PLACE, ARTS-BASED PRACTICES, IMAGINATIVE GEOGRAPHY, PEDAGOGY
