CHILDREN?S ENVIRONMENTS

SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3L711992
Module Leader John McKendrick
School Glasgow School for Business and Society
Subject Sociology
Trimester
  • A (September start)

Summary of Content

The module considers the environmental transactions of children and children's position in society. Grounded with a theoretical understanding of childhood and an awareness of methodological challenges encountered in working with children, students deploy this critical thinking and awareness to substantive areas (see lecture programme for more details). The primary focus will be on children from the developed world and on the application of scholarly thinking to real-world, everyday issues that are widely misunderstood.

Syllabus

LECTURE PROGRAMME (indicative) 1. Introducing the child1.1 Introducing the geography of children 2. Theorising the child 2.1 Children in time, children in space2.2 Children and the life course2.3 Constituting the child, theoretically C5 Curfews2.4 Children as active social agents 3. Researching children3.1 Methodological space of working with children3.2 Ethical maps3.3 Auto-biography4. Designing environments for children4.1 Introduction4.2 Play - space/spot4.3 Schools for children?5. Environmental hazards5.1 Introduction5.2 Pollution of children?s environments5.3 Epidemiological geographies6. Indirect experience of place6.1 Introduction6.2 Textbook geographies6.3 Cyberkids7. Social hazards7.1 Introduction7.2 Poverty and the child7.3 Child abduction7.4 The child as social hazard8. Review8.1 Childhood futuresFIELD PROGRAMME (Indicative)9.1 Children in the city 9.2 Children in the neighbourhoodCLASS PROGRAMME (indicative)C1 Child friendly neighbourhoodsC2 Television and children C3 Children in the newsC4 Geography of child safety campaigns

Learning Outcomes

By the end of this module students will:* critically appreciate how (local) environments and landscapes are modified by human activity* be conversant with the distinctiveness and dynamism of places* be conversant with the concept of place* be conversant with the role of change in understanding (local) worlds* be conversant with the contribution of geography to the development of knowledge about children and their environments* be familiar with the methodological strategies used in the analysis and interpretation of geographical information.

Teaching / Learning Strategy

A mix of learning styles will be used in this module. The lecture programme will be supplemented by small group work involving prepared student papers, workshops and role-play exercises. Students will be required to draw from academic literature, contemporary public policy debates and their own experiences as a child/of children as an adult. In addition, two student-led field excursions will be undertaken in the city centre of Glasgow and surrounding areas.

Indicative Reading

The module will be supported by a box file which consists of an extensive list of key papers, each of which pertains directly to specific components of the module. Students are therefore encouraged to be selective in their choice of reading, drawing from sources and parts of sources as appropriate.Nevertheless, there are some key texts that will be of particular use to students:Aitken, S.C. (1998) Family fantasies and community space. New Brunswick, New Jersey: Rutgers University Press.James, A., Jencjs, C. and Prout, A. (1998) Theorising childhood. Polity: Oxford.Satterthwaite, D., Hart, R., Levy, C., Mitlin, D., Ross, D., Smit, J. and Stephens, C. (1996) The environment for children: acting on the environmental dangers that threaten children and their parents. London: Earthscan.Qvortup, J., ed. (1994) Childhood matters: social theory, practice and politics. Aldershot: Avebury.Matthews, M.H. (1992) Making sense of place. London: Routledge.Ward, C. (1990) The child in the city. 2nd Edition. London: Belford Sq. Press.

Transferrable Skills

By the end of this module students will have gained competence in the following:* Intellectual abilities and skills, i.e. those which are acquired through use of learning resources and immersion in research/study contexts, e.g. critical interpretation of resources, skills in synthesis and abstraction, and development of reasoned argument.* Disciplinary - professional - skills, i.e. skills developed through geographical education, e.g. undertaking of effective fieldwork, collection and combination of geographical evidence and the planning and execution of geographical enquiry with due regard for ethical issues.* Key skills, i.e. those acquired through HE level study, e.g. learning skills, written skills, oral skills, observational skills, and skills in information management.* Social skills, i.e. personal attributes that are fostered via geographical study in HE, e.g. self-management and motivation, working independently and with others, awareness of responsibilities, and adaptability.

Module Structure

Activity Total Hours
Lectures (FT) 24.00
Independent Learning (FT) 114.00
Seminars (FT) 12.00
Tutorials (FT) 6.00
Assessment (FT) 18.00
Practicals (FT) 6.00

Assessment Methods

Component Duration Weighting Threshold Description
Exam (Exams Office) 3.00 60.00 40% Unseen Exam
Coursework 0.00 40.00 40% Module Workbook Field/Class)